4/1 x 2/3 cross multipliction

Answer:

x = 3

y = -10

Step-by-step explanation:

  5x + y = 5                                                                    y = 3x - 19

  5x + 3x - 19 = 5

  8x - 19 = 5

  8x = 24

   x = 3

Now put x in to solve for y

y = 3(3) - 19

y = 9 - 19

y = -10

Let's check

5(3) - 10 = 5

15 - 10 = 5

5 = 5

So, x = 3 and y = -10 is the correct answer.

Answer:

C) x < 19

Step-by-step explanation:

It is an open circle pointing in the negative direction starting at 19.

Answer: To complete the recursive formula for g(n) = -50 - 15n, we need to find an expression for g(n) in terms of previous terms of the sequence.

One way to do this is to notice that g(n) can be obtained by subtracting 15 from the previous term, g(n-1):

g(n) = -50 - 15n

= -50 - 15(n-1) - 15 (adding and subtracting 15)

= g(n-1) - 15

Therefore, the recursive formula for g(n) is:

g(0) = -50 (base case)

g(n) = g(n-1) - 15 (recursive step)

This means that to find g(n), we need to first find g(n-1) and then subtract 15 from it. We can use this recursive formula to generate any term in the sequence of g(n).

Step-by-step explanation:

Answer:

Step-by-step explanation:

40-20 =20 then times 3 which is 60.

On  the number line, the points that represent the values of x in - 1 < x < 3 are:

The expression given is - 1 < x < 3 which means that x is any whole number that is greater than - 1 but less than 3. This means that on the number line given, the value of x would be any number that is more than - 1 but less than 3.

These numbers will include 0, 1, and 2. The line should therefore begin at -1 and go to 3 to show the values of x in - 1 < x < 3 . The line to use should be the open circle which shows greater than or less than

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The angle measures are given as follows:

Two angles are called supplementary when the sum of their measures is of 180º.

On a trapezoid, consecutive interior angles are supplementary, hence the pairs of supplementary angles are given as follows:

Hence the value of y is obtained as follows:

y + 145 = 180

y = 35º.

(as the two angles are supplementary we know that the sum of their measures is of 180º).

The value of x is obtained as follows:

x + 62 = 180

x = 118º.

(as the two angles are supplementary we know that the sum of their measures is of 180º).

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The domain of a function is all the possible input values for which the function is defined.

Function is a block of code that performs a specific task. It is a reusable piece of code that can be called from other parts of the code, reducing the amount of code that needs to be written and making the code easier to read and maintain. Functions can take in parameters and return values, allowing for increased flexibility and reusability. Functions can also be used to break up large programs into smaller, more manageable pieces.

In this case, the reasonable domain for the function f(x) = 4x³-50x²+150x would be all real numbers. This is because the function is a polynomial, which is continuous, meaning that it is defined for all real numbers.

The input of the function is a width, and the output is a volume. Therefore, the domain of the function should include all reasonable widths that could produce a volume. This means that the domain should include all positive real numbers, as any negative value would produce a negative volume, which is not reasonable. Thus, the reasonable domain for the function f(x) = 4x³-50x²+150x is all positive real numbers.

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We can see that the scale factor is 0.5, which means that the image got smaller, and that the values are:

b' = 4

c = 14.

If k is the scale factor applied, all the sides are modified by the same scale factor, so we know that:

a' = k*a

Here we know that:

a =  6

a' = 3

Then:

3 = k*6

3/6 = k

1/2 = k

now.

If b = 8, then:

b' = (1/2)*8 = 4

if c' = 7, then:

7 = (1/2)*c

2*7 = c

14 = c

Finally, the scale factor is smaller than 1, then the image got smaller, and the scale factor is 1/2 = 0.5

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The only solution to the system of inequalities y < −x+5 and y ≥ 3x+1 is (1,3).

In mathematics, an inequality is a relation which makes a non-equal comparison between two numbers or other mathematical expressions.

For the inequality y < -x + 5, any point below the line y = -x + 5 will satisfy the inequality. For the inequality y ≥ 3x + 1, any point on or above the line y = 3x + 1 will satisfy the inequality.

To find the solutions that satisfy both inequalities, we can shade the region that is below the line y = -x + 5 and also on or above the line y = 3x + 1. This region is the shaded triangle bounded by the lines y = -x + 5, y = 3x + 1, and the x-axis.

Therefore, the solutions to the system of inequalities are the points in this shaded triangle. To check which options are solutions, we can substitute the values of x and y given in each option into both inequalities and check if they satisfy both.

Hence, the only solution is (1,3).

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Complete question:

Which of the following are solutions to the system of inequalities y < −x+5 and y ≥ 3x+1?

Select all that apply.

a. (0,2)

b. (1,3)

c. (2,1)

d. (3,6)

Answer: I dont understand the answer that much but off of what i understand i think the answer is A

Step-by-step explanation: I am not sure but i think so

The quadratic functiοn in standard fοrm that wοuld represent the data in the table is y = 2x² + x - 9.

A quadratic functiοn is a type οf pοlynοmial functiοn that can be written in the fοrm οf f(x) = ax² + bx + c, where a, b, and c are cοnstants, and x is an unknοwn variable. The graph οf a quadratic functiοn is a parabοla, and the rοοts οf the equatiοn (the x-intercepts) are the pοints where the parabοla crοsses the x-axis. Quadratic functiοns are used tο mοdel a variety οf natural phenοmena, such as the trajectοry οf a prοjectile οr the grοwth οf a pοpulatiοn οver time.

This can be determined by putting the given values intο the standard fοrm equatiοn: y = ax²  + bx + c  and sοlving fοr a, b and c.

When x = 2, y = 3. Therefοre, 3 = 2a + b - 9, which gives b = 11.

When x = 4, y = 1. Therefοre, 1 = 8a + 11 - 9, which gives a = -1/4.

When x = 6, y = 3. Therefοre, 3 = 18a - 1/4 + 11 - 9, which gives c = -5/4.

The quadratic equatiοn in standard fοrm, y = 2x²  + x - 9, can then be written using the values οf a, b and c fοund.

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Answer:

Step-by-step explanation:

So your slope intercept is on the y line to you will go to your y line and find the -7

Once you find your -7 you rise 1 and run 4 which mean go up by 1 and right by 4

Hope this helps!!

They are intersecting

a) Not parallel because they share different slopes

b) Not perpendicular, they dont intersect creating a right angle. This is because neither of the slopes are a reciprocal of each other.

Answer:

Step-by-step explanation:

The formula for Sn of a geometric series with first term a and common ratio r is:

Sn = a((1-r^n)/(1-r))

In this case, the first term a is $1,000, the common ratio r is 1.02 (since she's depositing 2% more each year), and n is 30 (since we're looking for the amount deposited after 30 years).

Plugging in these values, we get:

Sn = 1000((1-1.02^30)/(1-1.02))

Sn ≈ $87,453

Therefore, the answer is D. $87,453.

The equation which represents a proportional relationship from the given set of equations is y = 4x.

What is meant by a proportional relationship?

Relationships between two variables that are proportional occur when their ratios are equal. Another way to consider them is that in a proportional relationship, one variable is consistently equal to the other's constant value. y= k x, where k is the proportionality constant, is the equation that depicts a directly proportional relationship, or a line. y = k(1/x) or xy = k, where k is the proportionality constant, is the equation that depicts an indirectly proportional relationship, or a line. One can argue that two variables are in a proportional relationship if one variable is always equal to a constant multiplied by the other variable.

So according to the above explanation, we can say that the equation y = 4x is an example of a proportional relationship.

This is because the ratio y/x is always a constant 4.

Therefore the equation which represents a proportional relationship is y = 4x.

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Answer:

Step-by-step explanation:

5*x+11=36

5*x=36-11

x=25/5

x=5

5 is the answer

Hey there!

Guide to follow

• Product = multiply/multiplication
• Sum = add/addition
• Quotient = divide/division
• Difference = subtract/subtraction

• Is = equal to/equivalent to

Question reads….
“The product of a 5 and a number plus 11 is 36”

We are not sure what the unknown number is, so we will label it as “w”

Your equation:

5 * w + 11 = 36

SOLVING for the answer to the equation:

5 * w + 11 = 36
5w + 11 = 36

SUBTRACT to both sides

5w + 11 - 11 = 36 - 11

SIMPLIFY it

5w = 25

DIVIDE 5 to BOTH SIDES

5w/5 = 25/5

SIMPLIFY it

w = 25/5

w = 5

Therefore, your unknown number should be: 5

Good luck on your assignment & enjoy your day!

~Amphitrite1040:)

Answer:

[tex] \tan G = \dfrac{3\sqrt{6}}{2} [/tex]

Step-by-step explanation:

tan G = opp/adj

[tex] \tan G = \dfrac{\sqrt{54}}{2} [/tex]

[tex] \tan G = \dfrac{\sqrt{9 \times 6}}{2} [/tex]

[tex] \tan G = \dfrac{3\sqrt{6}}{2} [/tex]

A spinner which can be use to simulate this probability is shown in figure.

The term probability refers to the likelihood of an event occurring. Probability means possibility. It is a branch of mathematics that deals with the occurrence of a random event. The value is expressed from zero to one.

Given that;

The weather forecast says there is a 75% chance it will rain later today.

Now, We can simplify the number is,

⇒ 75%

⇒ 75/100

⇒ 3/4

Thus, We can draw A spinner which can be use to simulate this probability as shown in figure.

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Answer:

B

Step-by-step explanation:

step by step you will learn

Answer:

  40% (high)

Step-by-step explanation:

You want to know the percentage error when an actual value of 1.5 L is estimated to be 2.1 L.

The percentage error is given by ...

  (percent error) = (estimate/actual - 1) × 100%

  percent error = (2.1/1.5 -1) × 100%

  = (1.40 -1.00) × 100% = 0.40 × 100%

  = 40%

The student's estimate is 40% too high.

Answer:

[tex]\cos \dfrac{\theta}{2}(1-\cos \theta)=\sin \dfrac{\theta}{2} \sin \theta[/tex]

Step-by-step explanation:

[tex]\textsf{To show that}\;\;\cos \dfrac{\theta}{2}(1-\cos \theta)=\sin \dfrac{\theta}{2} \sin \theta:[/tex]

[tex]\textsf{Let}\;\;u=\dfrac{\theta}{2} \implies 2u=\theta[/tex]

Therefore:

[tex]\implies \cos \dfrac{\theta}{2}(1-\cos \theta)=\cos u(1-\cos 2u)[/tex]

 cos(A±B) = cosA cosB ∓ sinA sinB

 cos(2θ) = cos²θ - sin²θ

 cos(2θ) = 2cos²θ - 1

 cos(2θ) = 1 - 2sin²θ

Use the cos double angle identity cos(2θ) = 1 - 2sin²θ to rewrite cos(2u) in terms of sin:

[tex]\begin{aligned}\implies \cos \dfrac{\theta}{2}(1-\cos \theta)&=\cos u(1-\cos 2u)\\&=\cos u(1-(1-2 \sin^2 u))\end{aligned}[/tex]

Simplify:

[tex]\begin{aligned}\implies \cos \dfrac{\theta}{2}(1- \cos \theta)&=\cos u(1- \cos 2u)\\&=\cos u(1-(1-2 \sin^2 u))\\&=\cos u(1-1+2 \sin^2 u)\\&= \cos u(2 \sin^2 u)\\&=2 \sin u \cos u \sin u\end{aligned}[/tex]

 sin(A±B) = sinAcosB ± cosAsinB

 sin(2θ) = 2sinθcosθ

Using the sine double angle identity to rewrite 2sin(u)cos(u) as sin(2u):

[tex]\begin{aligned}\implies \cos \dfrac{\theta}{2}(1-\cos \theta)&=\cos u(1- \cos 2u)\\&=\cos u(1-(1-2 \sin^2 u))\\&= \cos u(1-1+2 \sin^2 u)\\&= \cos u(2 \sin^2 u)\\&=2 \sin u \cos u \sin u\\&= \sin(2u) \sin u\end{aligned}[/tex]

Finally, substitute u = θ/2 back in:

[tex]\begin{aligned}\implies \cos \dfrac{\theta}{2}(1-\cos \theta)&=\cos u(1-\cos 2u)\\&=\cos u(1-(1-2 \sin^2 u))\\&=\cos u(1-1+2 \sin^2 u)\\&= \cos u(2\sin^2 u)\\&=2\sin u\cos u \sin u\\&=\sin(2u) \sin u\\&=\sin\left(2 \cdot \dfrac{\theta}{2}\right) \sin \dfrac{\theta}{2}\\&=\sin \theta \sin \dfrac{\theta}{2}\\&=\sin \dfrac{\theta}{2} \sin \theta \end{aligned}[/tex]

If you don't want to substitute u = θ/2, the full calculation using the same double angle identities is:

[tex]\begin{aligned}\implies\cos\dfrac{\theta}{2}(1-\cos\theta)&=\cos\dfrac{\theta}{2}\left(1-\left(1-2\sin^2\dfrac{\theta}{2}\right)\right)\\\\&=\cos\dfrac{\theta}{2}\left(1-1+2\sin^2\dfrac{\theta}{2}\right)\\\\&=\cos\dfrac{\theta}{2}\left(2\sin^2\dfrac{\theta}{2}\right)\\\\&=2\sin \dfrac{\theta}{2}\cos \dfrac{\theta}{2} \sin \dfrac{\theta}{2}\\\\&=\sin\left(2\cdot\dfrac{\theta}{2}\right)\sin\dfrac{\theta}{2}\\\\&=\sin\theta\sin\dfrac{\theta}{2}\\\\&=\sin\dfrac{\theta}{2}\sin\theta \end{aligned}[/tex]

ΔQRS ≅ ΔTUV and ΔTUV ≅ ΔXYZ then ΔXYZ  ≅ ΔQRS by Transitive Property.

ΔEFG ≅ ΔJKL then ΔJKL ≅ ΔEFG using Symmetric Property.

The transitive property of congruence states that “ if two shapes are congruent to the third shape, then all the shapes are congruent to each other.

This is the transitive property at work: if a=b and b=c, then a=c.

First, ΔQRS ≅ ΔTUV and ΔTUV ≅ ΔXYZ

The property of Transitivity shows for any angle <A, <B and <C.

So, <A = <B and <B = <C then <A = <C

Second, The property of Symmetry shows or any angle <A, <B

if  <A≅ <B then <B≅ <A

So, ΔEFG ≅ ΔJKL then ΔJKL ≅ ΔEFG using Symmetric Property.

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Answer:

3.3.1 Approximations for trigonometric functions. 3.3.2 ... 7.2.1 Consistency for three simultaneous linear equations in two unknowns ... x : y : z =5:4:3;.

The number line graph A is correct, thus, option C is true.

In mathematics, inequalities specify the connection between two non-equal numbers. Equal does not imply inequality. Typically, we use the "not equal sign ()" to indicate that two values are not equal. But several inequalities are utilized to compare the numbers, whether it is less than or higher than.

Given, an inequality x ≥ -5.

The inequality x ≥ -5 means that x is greater than or equal to -5.

In other words, any value of x that is equal to or greater than -5 satisfies the inequality.

For example, x = -5, x = 0, x = 10, and x = 100 all satisfy the inequality x ≥ -5 because they are greater than or equal to -5.

On a number line, the solution set for this inequality would include all the values of x to the right of -5, including -5 itself,

because the dot at -5 would be filled in to indicate that it is included in the solution set.

The part of the number line to the left of -5 would not be included because those values of x are less than -5, which does not satisfy the inequality.

Therefore, the Option C is correct.

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Employing the identity (a+b)² = a² + 2ab + b², where a and b are any real numbers.

Substituting  a and b with a and x/y, respectively:

(a + x/y)² = a² + 2a(x/y) + (x/y)²

(a + x/y)² = (a + x/y)(a + x/y)

= a² + ax/y + ax/y + x²/y²

= a² + 2ax/y + x²/y²

add a² to both sides of the equation:

a² + (a + x/y)² = a² + 2ax/y + x²/y² + a²

a² + (a + x/y)² = (a² + x²/y²) + 2ax/y + a²

xy = a² substitute a² for xy in the last term:

a² + (a + x/y)² = (a² + x²/y²) + 2axy/xy + a²

a² + (a + x/y)² = (a² + x²/y²) + 2a + a²

We have that  x²/y² = (xy)/(y²) = a/y, and substituting this back into the equation:

a² + (a + x/y)² = (a² + a/y + a/y) + 2a + a²

= 2a² + (2a/x) + (2a/y)

A real number is described as a number that can be used to measure a continuous one-dimensional quantity such as a distance, duration or temperature.

Therefore from the mathematical expression shown above, we have shown that:

a² + (a + x/y)² = 2a² + (2a/x) + (2a/y)

This is the mathematical expression we wanted to prove.

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Answer:

[tex]x[/tex] = 100 , [tex]y[/tex] = 100 , [tex]z[/tex] = 80

Step-by-step explanation:

Information we need to know:

Opposite angles in a rhombus are equal

Angles in a quadrilateral equal to 360

1) Find any angles that we can

We already know that opposite angles are 80. This means that we can easily see that [tex]z[/tex] is 80.

The total we have at the moment is 160

2) Find the remaining angles

If we know that all angles in a quad add up to 360, we can easily find [tex]x[/tex] and [tex]y[/tex] by taking 160 from 360 and the dividing by 2!

TOP TIP:

To make sure our answer is correct we can add all our answers up and check that they add up to 360

Our answer is correct!

Hope this helps, have a great day! :)

Answer:

x = 100

y = 100

z = 80

Step-by-step explanation:

The properties of a rhombus are:

Two angles are said to be adjacent when they share a common vertex.

Therefore, both angle x and angle y are adjacent to the angle that measures 80°.

Since adjacent angles in a rhombus are supplementary:

⇒ x° + 80° = 180°

⇒ x° = 100°

⇒ x = 100

Similarly:

⇒ y° + 80° = 180°

⇒ y° = 100°

⇒ y = 100

As opposite angles in a rhombus are equal:

⇒ z° = 80°

⇒ z = 80

We can calculate the value of {x} as 63.2°.

There are six major trigonometric functions as -

We can write the relation between them as -

Also the following trigonometry relations hold true -

Given is that -

cos{x} = 0.4505

We have -

cos{x} = 0.4505

{x} = cos⁻¹(0.4505)

{x} = cos⁻¹{cos(63.2)}

{x} = 63.2°

Therefore, we can calculate the value of {x} as 63.2°.

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