Which problem shows estimation to the tenths place correctly?

Answer:

Not sure what you are referring to but the three main angles are Acute, Right, and Obtuse

You can solve with many ways but I'll do this one instead. Move 12 to the left side and change from positive to negative.

[tex]2x^2-2x-12=0\\[/tex]

Then divide by 2 whole equation.

[tex]\frac{2x^2-2x-12}{2}=\frac{0}{2}[/tex]

Simplify, as we get  [tex]x^2-x-6=0[/tex]

We can either use Quadratic Formula or Factoring the Polynomials. It depends but since the polynomial aren't that hard to factor because it doesn't have that many numbers in value. So using factoring will be faster.

From [tex]x^2-x-6=0[/tex] we can factor as -

[tex](x-3)(x+2)=0\\x-3 =0, x+2=0\\x=3, x=-2\\(x=3,-2)#[/tex]

Thus, the value of x is 3 or -2. So x = 3, -2 is the answer.

Note that we can also use Quadratic Formula to solve the equation, however that will take longer than factoring then solve the equation.

Does this question involve sin, cos..?

If yes,

sin 60= x/12

x= 12sin 60

x=10.392(5s.f)

x=10.4(3 s.f)

Using pythagoras theorem,

a^2 + b^2 =c^2

x^2 + y^2= 12^2

(10.392)^2 + y^2 = 144

y^2=36.006

y=[tex]\sqrt{36.006}[/tex]

y=6.0005

y=6.00(3 s.f)

For significant figures and decimal place, you should do what your school requires whether its 3 s.f or 2 d.p. I hope this helps..

Answer:

The fraction of the flour Mrs. Mannng will use for her chocolate chip cookies is 4/9

Step-by-step explanation:

Fraction of Portion

Suppose we have a number n and another number m such as m>n. The portion or fraction of size n of m is given by the quotient n/m.

For example, 3 pieces of cake out of a total of 6 make them a fraction of 3/6 = 1/2 of the whole cake, i.e. half of the total available.

Mrs. Manning needs 1/3 cup of flour to make cookies for the bake sale. She actually has 3/4 cups of flour. Calculate the fraction of needed against the available flour:

[tex]\displaystyle \frac{\frac{1}{3}}{\frac{3}{4}}[/tex]

The division can be easier performed by multiplying by the reciprocal of the denominator:

[tex]\displaystyle \frac{1}{3}\cdot \frac{4}{3}=\frac{1*4}{3*3}[/tex]

[tex]\displaystyle =\frac{4}{9}[/tex]

The fraction of the flour Mrs. Mannng will use for her chocolate chip cookies is 4/9

Answer:

its 72

Step-by-step explanation:

Answer:

The least common multiple is 72.

Answer: yeahh ok?

Step-by-step explanation:

Answer:

12 [tex]\frac{4}{5}[/tex]

Step-by-step explanation:

The first step is to change the mixed numbers to improper fractions

2 [tex]\frac{2}{3}[/tex] × 4 [tex]\frac{4}{5}[/tex]

= [tex]\frac{8}{3}[/tex] × [tex]\frac{24}{5}[/tex] ( cancel 3 and 24 by 3 )

= [tex]\frac{8}{1}[/tex] × [tex]\frac{8}{5}[/tex]

= [tex]\frac{8(8)}{1(5)}[/tex]

= [tex]\frac{64}{5}[/tex]

= 12 [tex]\frac{4}{5}[/tex]

Answer:

24

Step-by-step explanation:

53-5=48

48/2=24 Elgas age

24+5=29 Alvin's age

Lucia biked approximately 12 7/10 miles per hour.

To find the number of miles Lucia biked per hour, we need to divide the total distance she biked by the total time taken.

Lucia biked a total distance of 50 4/5 miles in 4 hours.

To divide a mixed number by a whole number, we first convert the mixed number into an improper fraction.

50 4/5 = (50 * 5 + 4) / 5 = 254/5

Now, we can divide the distance by the time:

(254/5) miles / 4 hours = (254/5) / 4

To divide a fraction by a whole number, we multiply the fraction by the reciprocal of the whole number.

(254/5) / 4 = (254/5) * (1/4) = 254/20 = 12 14/20 = 12 7/10

Therefore, Lucia biked approximately 12 7/10 miles per hour.

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Answer:

In picture

Step-by-step explanation:

Use the given functions to set up and simplify

each video is 15 minutes long

Step-by-step explanation:

Answer:

-9x²

Step-by-step explanation:

-(3x)²

In PEMDAS, we solve the exponent first then multiply.

-(3x)²

-(9x²)

-9x²

Best of Luck!

Uisng the PEMDAS method of simplifying arithmetic expressions, the expression would be 9z²

Given the expression :

This can be written as :

-3z × - 3z

Negative values will cancel out,

= 9z²

Therefore, the simplified form of the expression would be 9z²

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(2x-4)(x+5)  expand with indicated multiplication

2x^2+10x-4x-20

2x^2+6x-20

Answer:

3(n-5)

Step-by-step explanation:

Less than indicates subtract and since 5 is less than a number N goes first.

Tripled goes on the outside because the number that is 5 less gets tripled

Hope this helps

Answer:

4 inches

Step-by-step explanation:

of 11 inches of wire costs 44 cents, then 1 inch of wire costs 4 cents because 44 cents ÷ 11 inches = 4 cents per inch. (44 ÷ 11 = 4)

So, if 1 inch is 4 cents, 16 cents is 4 inches because 16 ÷ 4 = 4

Answer: D)[tex]\sqrt{3}[/tex]

Step-by-step explanation:

cot(θ) = cos(θ) ÷ sin(θ)

cot(30) = [tex]\frac{\sqrt{3} }{2}[/tex] ÷  [tex]\frac{1}{2}[/tex]

cot(30) = [tex]\sqrt{3}[/tex]

The value of cot30 is √3 if sin30 = 1/2 and cos30 = √3/2 option (D) is correct.

Trigonometry is a branch of mathematics that deals with the relationship between sides and angles of a right-angle triangle.

We have:

sin30 = 1/2

cos30 = √3/2

As we know,

cotA = cosA/sinA

A = 30 degrees

cot30 = cos30/sin30

cot30 = (√3/2)/(1/2)

cot30 = √3

Thus, the value of cot30 is √3 if sin30 = 1/2 and cos30 = √3/2 option (D) is correct.

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Answer:

Slope = - 6/5x

Y int=(0,6.4)

X int=(5.333,0)

Step-by-step explanation:

It has been proof checked on desmos

Answer:

Follows are the solution to this question:

Step-by-step explanation:

Given that:

n=1000  

Where the data is distorted and the bad outlier is just axed,when we transform scores of its distribution form into z-score, that become negative or skewed to the left.  If n=1000 doesn't have normal skewed knowledge, then:  

The data range is between 1 to 7

[tex]\to 1 \ to \ 7 = 6 \sigma \\\\\to \sigma =\frac{7-1}{6} \\\\\to \sigma = \frac{6}{6}\\\\\to \sigma = 1\\\\\mu = 4\\[/tex]

In point (1):

The score that matches:  

[tex]\to Z=-2 \ \ \ \mu -26 \\\\ \to 4-2 =2\\\\ \to Z_{score} =2[/tex]

In point (2):

Its value of Z= 0.5 is [tex]\mu \ \ to \ \ 5 \ \ \sigma[/tex]

[tex]= 4+ 0.5 \times 1\\\\= 4+ 0.5\\\\=4.5\\[/tex]

The trigonometric function that is odd is the sine function, and it is because pf how it is defined.

We define an odd function as a function that has the next property.

f(-x) = -f(x)

So we need to find a trigonometric function with this property and is rater easy to know that it is the sine function, because:

Sin(-x) = -Sin(x)

This happens because the sine function measures the vertical distance to the endpoint of an angle x, and when x (an angle) becomes negative, the endpoint is below the horizontal axis, thus the outcome is reflected from the positive angle, but with opposite sign.

If you want to learn more about trigonometry, you can read:

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The reason for trigonometric function is an odd function is shown below.

The sine function is the trigonometric function that is odd, and this is due of how it is defined.

Odd functions are functions that possess the following characteristics.

f(-x) = -f(x)

The sine function is the most straightforward to identify as the trigonometric function that has this attribute because:

sin(-x)= -sin x

This occurs because the sine function calculates the vertical distance from the angle's terminus, which is below the horizontal axis when the angle is negative.

As a result, the result is reflected from the positive angle but with the opposite sign.

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Answer:

18

Step-by-step explanation:

if the scale is 1 to 25, and the 25 is the same as 450, you just divide by the scale 450/25 equals 18

Given:

Total number of bills of one, five and ten = 165

Total amount = $893

There are twice as many five dollar bills as there are ones and tens combined.

To find:

Number of bills of each type.

Solution:

Let number of bills of one, five and ten are x, y and z respective.

Total number of bills of is 165.

[tex]x+y+z=165[/tex]         ...(i)

Total amount is $893.

[tex]1x+5y+10z=893[/tex]         ...(ii)

There are twice as many five dollar bills as there are ones and tens combined.

[tex]y=2(x+z)[/tex]     ...(iii)

From equation (iii), we get

[tex]\dfrac{y}{2}=x+z[/tex]       ...(iv)

Putting [tex]x+z=\dfrac{y}{2}[/tex] in (i), we get

[tex]\dfrac{y}{2}+y=165[/tex]

[tex]\dfrac{3y}{2}=165[/tex]

[tex]3y=330[/tex]

[tex]y=110[/tex]

Putting y=110 in (iv), we get

[tex]x+z=\dfrac{165}{2}[/tex]

[tex]x+z=55[/tex]

[tex]x=55-z[/tex]       ...(v)

Putting y=110 and x=55-z in (ii), we get

[tex](55-z)+5(110)+10z=893[/tex]

[tex]55-z+550+10z=893[/tex]

[tex]9z+605=893[/tex]

[tex]9z=893-605[/tex]

[tex]9z=288[/tex]

Divide both sides by 9.

[tex]z=32[/tex]

Putting z=32 in (v), we get

[tex]x=55-32[/tex]

[tex]x=23[/tex]

Therefore, the number of one, five and ten bills are 23, 110 and 32 respectively.

There are 23 bills of $1 type.

There are 110 bills of $5 type.

There are 32 bills of $10 type.

According to the given situation

You are given $893 in one, five, and ten dollar bills.

Let the number of $1 bills be "x"

Let the number of $5 bills be "y"

Let the number of $10 bills be "z"

Total number of bills = x + y + z  

Also it is given that there are twice as many five dollar bills as there are ones and tens combined

hence we can write the equations in the form of 3 variables

[tex]\rm x + y + z = 165........(1) \\x +5y + 10z = 893.........(2) \\y = 2\times (x+z) ..........(3) \\[/tex]

These are three linear equations  with 3 variables that can be solved for x, y and z .

On solving equations (1) , (2),  and (3) we get

[tex]x = 23 \\y = 110 \\z = 32 \\[/tex]

So we can conclude that there are 23 bills of $1 type.

There are 110 bills of $5 type.

There are 32 bills of $10 type.

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Answer:

2

Step-by-step explanation:

You could easily punch this into a calculator.

Answer:

Step-by-step explanation:

(1/8)^-1/3 = (8)^1/3= ∛(8)= 2

Most of the graphing resources used shows that the graph is translated up by 3.25 (3 + 1/4). If you add the 3 and the 1/4, you get the equation of a line:

f(x) = x + 3.25,

which means that the graph of f(x)= x now has a y intercept of 3.25.

The graphs are below. The red line represents f(x) = x, and the green line represents (x+3)+1/4. Hope this helps!

Answer:

160 more stickers

Step-by-step explanation:

640 divided by 4 is 160

160 times 5 is 800

800 minus 640 is 160

you need 160 more stickers

Answer:

30,000 miles

Step-by-step explanation:

This is the answer because:

1) There are 36 months in 3 years

2) Divide 36 with 6 because we know this person drives 5,000 miles in 6 months

36/6 = 6

3) Finally, multiply 5,000 and 6 which is 30,000

5,000 x 6 = 30,000

Therefore, the answer is 30,000 miles

Hope this helps! :D

A person drives 5,000 miles in 6 months. So, 30,000 miles will that person drive in 3 years.

A person drives 5,000 miles in 6 months

To determine How many miles will that person drive in 3 years.

First we convert 3 years into month.

1 year = 12 months

3 years = 12 * 3 = 36 months

Now, lets consider

x miles will that person drive in 3 years

6 months = 5,000 miles

36 months = x miles

x = 5,000/6 * 36 = 30,000

Therefore, 30,000 miles will that person drive in 3 years.

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Step-by-step explanation:

Hey there!

0.3 = 3/8 (equal to eachother)

Reason: (3/8 = 0.375)

So, 0.3 is equal to eachother.

0.3=0.3

Hope it helps...

The inverse of matrix A, if it exists, is:

A^(-1) = [7/43, 2/43; 10/43, 9/43]

To find the inverse of a matrix A, we need to determine if the matrix is invertible by calculating its determinant. If the determinant is non-zero, then the matrix has an inverse.

Given the matrix A = [9, -2; -10, 7], we can calculate its determinant as follows:

det(A) = (9 * 7) - (-2 * -10)

= 63 - 20

= 43

Since the determinant is non-zero (43 ≠ 0), we can proceed to find the inverse of matrix A.

The formula to calculate the inverse of a 2x2 matrix is:

A^(-1) = (1/det(A)) * [d, -b; -c, a]

Plugging in the values from matrix A and the determinant, we have:

A^(-1) = (1/43) * [7, 2; 10, 9]

Simplifying further, we get:

A^(-1) = [7/43, 2/43; 10/43, 9/43].

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Answer: 50

Step-by-step explanation:

3(50)-14=136

Answer:

>

Step-by-step explanation:

Since both have the same -9 integer, we don't have to worry about that.

Now, 1/5 is smaller than 1/4;

1/5 = 0.2

1/4 = 0.25

Therefore, we use the > sign.

Answer:

>

Step-by-step explanation:

just learned this at school :)