.

If sin (A + B) = 1 and tan (A - B) = 1/v3, find the value of:
i) tan A+ tan B
ii) sec A- cosec B
​

Answer: i think 20

Step-by-step explanation:

Answer:

B) If you don't do you homework, then you can't go to the movies

The answer is yes, she does and she still has 10 minutes free.

What is time ?

Time can be defined as the sequence on which particular event exists and time can measured in minutes , seconds, and hours.

Given,

The film started at 14 30. The film is 105 minutes long.

When the film ends, Liz takes 20 minutes to get to the bus stop.

105min=1h 45min

14h 30min + 1h 45min= 16h 15min

16h 15min + 0h 20min=16h 35min

16h 45min - 16h 35min= 10min

Hence, the answer is yes, she does and she still has 10 minutes free.

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[tex] \longmapsto \: 2(2x - 1 + x + 9) = 103 \\ \\ \longmapsto \: 2(3x + 8) = 106 \\ \\ \longmapsto \: 6x +16 = 106 \\ \\ \longmapsto \: x = \frac{90}{6} \\ \\ \longmapsto \: x = 15 [/tex]

So,

[tex]l = 2 \times 15 - 1 = 29 \\ \\ b = 2 + 15 = 17[/tex]

The perimeter of a rectangle is given by the formula P = 2(l + w), where P is the perimeter, l is the length, and w is the breadth (or width) of the rectangle.

In this case, we know that the perimeter is 106 cm, so we can set up the equation:

106 = 2(l + (X + 9))

106 = 2l + 2X + 18

We also know that the length of the rectangle is 2X - 1, so we can set this equal to l:

2X - 1 = l

Now we have a system of two equations with two unknowns (l and X). We can substitute the value of l from the second equation into the first equation and solve for X:

106 = 2(2X - 1 + (X + 9))

106 = 2(3X + 8)

106 = 6X + 16

90 = 6X

X = 15

Now that we know the value of X, we can substitute it back into the equation for the length of the rectangle to find the length:

l = 2X - 1 = 2(15) - 1 = 29 cm

And then we can use the value of X again to find the breadth:

w = X + 9 = 15 + 9 = 24 cm

So the length of the rectangle is 29 cm and the breadth is 24 cm.

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Answer: No, the statement "if f(x)= x² (x≠2), then lim f(x) =4" is not correct. The limit of a function is a value that the function approaches as the input (in this case, x) gets closer and closer to some specific number. In this case, the limit of f(x) as x approaches 2 would be 4, since f(x)=x² for all values of x other than 2. However, if you ignore the x≠2 restriction and consider all values of x, then the limit of f(x) as x approaches 2 would be undefined, since f(x)=4 for x=2.

Step-by-step explanation:

Answer:

[tex]5 \sqrt{3} [/tex]

Step-by-step explanation:

Frist find which perfect square goes into 75. In this case its 25 * 3. You then find out what is the square root of 25. Which is 5. you put that number outside the radical and the other number inside the radical. resulting in 5 square roots of 3.

Answer: Simplify the radical by breaking the radicand up into a product of known factors, assuming positive real numbers.

Exact Form:

5√3

Decimal Form:

8.66025403…

The most accurate value for AB is 37.699111843077516 (approximately)

The measure of an arc is directly related to the measure of the central angle that intercepts it. The measure of an arc is equal to the measure of its central angle, multiplied by the radius and divided by the degree of the circle.

Since, radius is not given let's assume it 20.

In this case, the central angle AOB has a measure of 110 degrees, and the radius of the circle is 20. Therefore, the measure of the arc AB is:

AB = (110/360) * 20 * 2 * π

or

AB = (110/360) * 20 * π

where π is the mathematical constant (approximately equal to 3.14).

So, the measure of the arc AB is (110/360) times the circumference of the circle, or (110/360) of the total length of the circumference.

The most accurate value for AB is 37.699111843077516 (approximately)

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Answer:

the answer would end up being: D

[tex]\cfrac{6a^2 + 21a}{3a^2}\implies \cfrac{6a^2 }{3a^2}+\cfrac{21a}{3a^2}\implies 2+\cfrac{7}{a}[/tex]

Answer:

13.125 in³

Step-by-step explanation:

So first convert all the numbers to decimal form. 3/2 converts to 1.5. 7/2 converts to 3.5. 5/2 converts to 2.5.

Now for the actual math. Take 1.5×3.5=5.25. Then take your new number and multiply it by 2.5. 5.25×2.5=13.125.

Answer:

7.9

Step-by-step explanation:

area of circle equals π× 5 = 15.7

area of half of the circle equals 15.7÷2

=7.85

now round it of and it's 7.9

======================================================

Reasoning:

Apply the rule that [tex]\sqrt{x}*\sqrt{x} = \left(\sqrt{x})^2 = x[/tex]

The squaring operation and square root operation cancel each other out. This is because they are inverses of one another.

For example, 7^2 = 49, and the square root of this leads back to 7.

Going back to the problem at hand, we can say, [tex]\sqrt{12}*\sqrt{12} = 12[/tex]

Then we can write that '12' at the end as 12/1. This is a ratio or fraction of integers, which makes the number rational.

Any rational number is of the form a/b, where a,b are integers and b is nonzero.

Answer:

84

Step-by-step explanation:

6×6 is 36, and there are two of these squares so the area of the squares together is 72. 3×4 is 12 and 72+12 is 84. Hope this helps :)

The unit rate of blue beads to red beads in Kyle's bag is 1(1/15).

It is the quantity of an amount of something at a rate of one of another quantity.

In 2 hours, a man can walk for 6 miles

In 1 hour, a man will walk for 3 miles.

We have,

Blue beads = 1/3

Red beads = 5/16

The unit rate of blue beads to red beads.

= 1/3 ÷ 5/16

= 1/3 x 16/5

= 16/15

= (16/15) / 1

= 1(1/15) / 1

Thus,

The unit rate is 1(1/15).

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Answer:

6*5=30 units

Step-by-step explanation:

Brainliest?

The inverse of the given function is y = -1/5(x + 1).

The graph the function and its inverse is shown in the image attached below.

In Mathematics, an inverse function simply refers to a type of function that is obtained by reversing the mathematical operation in a given function (f(x)).

In order to determine the inverse of this function f(x) = -1 - 1/5x, we would interchange both the input value (x) and output value (y) as follows:

y = -1 - 1/5x

x = -1 - 1/5y

Adding 1 to both sides of the function, we have:

x + 1 = -1/5y

Multiplying both sides of the function by -1/5, we have:

y = -1/5(x + 1)

Aisha has 2 chocolates left. You can represent the problem as an equation as follows:

Where x is the total number of chocolates, b is the number of boxes filled and 2 is the remaining chocolates left.

Since we know that Aisha has 50 chocolates, we can substitute this value for x in the equation:

50 = 3b + 2

Solving for b, we find that b = 16. So, Aisha filled 16 boxes and had 2 chocolates left over. The equation is true, and Aisha has 2 chocolates left.

It's worth noting that this is a simple algebraic equation, we can use the same equation to find the number of chocolates given the number of boxes and remaining chocolates, or to find the number of boxes given the number of chocolates and remaining chocolates or to find the remaining chocolates given the number of boxes and the number of chocolates.

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Elimination is a method used to solve systems of linear equations with two or more variables. One possible method to solve a equation with 3 variables using elimination is solving algebraically.

To use elimination to solve a system of equations with three variables, you can follow these steps:

1. Write the system of equations. For example, if you have the equations:

3x + 2y - z = 5

2x - 4y + 2z = 6

5x - 2y + 3z = 10

2. Multiply one of the equations by a scalar (a number) so that one of the variables has opposite coefficients, say y in two of the equations.

3. Next, you can multiply one of the equations by a scalar (a number) so that one of the variables has opposite coefficients, say x in two of the equations.

4. Now substitute this value of z in the first or the second equation to solve for x

5. Now substitute this value of x and z in the second equation or any other equation to solve for y

This is one possible way to use elimination to solve a system of equations with three variables. Depending on the specific problem, there may be different ways to eliminate variables, but the general idea is to use scalar multiplication and addition or subtraction to create a new equation with one variable having the same coefficient but with opposite signs. One can also use Gaussian elimination or matrix inversion method.

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Answer:

1.74*10^-2

Step-by-step explanation:

use as decimal with ones place times 10 to the powe of minus something

In accordance with comparative comparative, the x-intercept of function g(x) = ㏒ (x + 4) is equal to x = - 4.

According to function theory, a function f(x) has an x-intercept when f(x) exists for x = 0. Besides, logarithms of 1 for any base is equal to zero, that is:

Logarithm of 1 at any base.

㏒ₐ 1 = 0

If ㏒ x = 0, then x = 1. And if ㏒ (x + 4) = 0, then x + 4 = 0, that is, x = - 4.

Then, by direct comparison between the two logarithmic expression, the logarithmic function g(x) = ㏒ (x + 4) has x = - 4 as its x-intercept.

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Answer:

y= -1/2x-5

Step-by-step explanation:

The reciprocal of 2 is -1/2, and the y-intercept given is -5. Given those, the equation is y= -1/2x - 5

The equation of a line perpendicular to y=2x-5y=2x−5 that passes through the point (2, -5) = 2y = -x -8

The equation of line is an algebraic form of representing the set of points.

Given that a line is perpendicular to line, y = 2x -5 and passes through (2,-5)

Equation of a line = y = mx + c, where m is the slope

y = 2x - 5, slope of this line is 2

Slope of two perpendicular lines are negative reciprocal of each other.

Therefore, slope of other line is -1/2

Equation will be y = -1/2 x + c

This above line passes through (2,-5)

-5 = -1/2*2 + c

c = -4

Hence, the equation of a line perpendicular to y=2x-5y=2x−5 that passes through the point (2, -5).

y = -x/2 -4

2y = -x -8

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Answer:

Last one

Step-by-step explanation:

Answer:

yesjsjsjsjsjsjsjsjdjsj

Answer:

just add all the numbers

Step-by-step explanation:

please follow me,

follow you back...

Answer:

The answers is 17.2 miles

Step-by-step explanation:

Answer:

148

Step-by-step explanation:

To the nearest percent, the percent by which the population grew from 2010 to 2020 is; 2%

Percentage increase is defined as the difference between the final value and the initial value, expressed in the form of a percentage.

Now, we are told that;

Initial Population in 2010 = 59000

From 2010 to 2015, the population grew by 7.3%. Thus;

Population in 2015 = 1.073 * 59000 = 63307

Now, we are told that from 2015 to 2020, it fell by 5.3%. Thus;

Population in 2020 = 63307 * (100% - 5.3%)

= 59952

Thus, percentage increase from 2010 to 2020 = (59952 - 59000)/59000) * 100% = 1.61% ≈ 2%

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Elena made 2 batches of bird food, each with 1/8 cup cracked corn, 3/4 cups sunflower seeds, and 1/4 cup dried cranberries, for a total of 1.75 cups of bird food.

Elena made two batches of bird food using a combination of cracked corn, sunflower seeds, and dried cranberries. Each batch uses 1/8 cup of cracked corn, 3/4 cup of sunflower seeds, and 1/4 cup of dried cranberries.

To find the total amount of bird food she made, we need to add the ingredients of the two batches together.

Since she made two batches and each batch contains 1/8 cup of cracked corn + 3/4 cup of sunflower seeds + 1/4 of dried cranberries, the total amount of bird food is 2 × (1/8+3/4+1/4) = 2 × (7/8) = 7/4 = 1.75 cups.

This is the best estimate of the total amount of bird food made by Elena. It's important to note that this estimate is based on the assumption that the proportion of ingredients in each batch is the same, and that the ingredients are measured accurately.

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Answer: you will need 8 cars. 4 can go into 7 evenly so you will have to left over. So 8 cars will be necessary.

Step-by-step explanation: divide 30 by four which equals 7.5 so we can just round up and say we need 8 cars

To determine how many cars are needed to transport 38 students, we need to divide the total number of students by the number of students that can fit in each car.

According to the problem, each car can hold 4 students and a driver. Therefore, the total number of people that can fit in one car is 4+1 = 5.

To transport 38 students, we need to divide 38 by 4 to find the number of cars needed to transport all the students.

38 ÷ 4 = 9 remainder 2

This means that 9 cars can transport 36 students (9 cars x 4 students per car), but we still have 2 students left.

Therefore, we need an additional car to transport the remaining 2 students.

In total, we need 10 cars to transport all 38 students.

Answer:

slope = -1

Step-by-step explanation:

y2-y1 / x2-x1=

1+5 / -2-4 = 6/-6

M = -1