Beckett asked his classmates, "How many days do you floss your teeth


typical week?" The table shows Beckett's data.


Days of Flossing per Week


7


7


7


4


3


1


0


6


6


7


2.


6


5


3


N


4


How many observations did he record?


A. 20


B. 12


O c. 4


O D. 16

The problem requires creating a C++ program, "TrigFunctions.cpp," that calculates the sine, cosine, and tangent of an angle entered by the user in degrees. The program should display the angle in radians along with the corresponding trigonometric values.

Here is a possible solution to the problem:

#include <iostream>

#include <cmath>

int main() {

   const double PI = std::acos(-1); // Define PI as arccosine of -1

   double degrees;

   std::cout << "Enter an angle in degrees: ";

   std::cin >> degrees;

   double radians = degrees * (PI / 180); // Convert degrees to radians

   double sine = std::sin(radians);

   double cosine = std::cos(radians);

   double tangent = std::tan(radians);

   std::cout << "Angle in radians: " << radians << std::endl;

   std::cout << "Sine: " << sine << std::endl;

   std::cout << "Cosine: " << cosine << std::endl;

   std::cout << "Tangent: " << tangent << std::endl;

   return 0;

}

This solution uses the '<iostream>' library for input and output operations, and the '<cmath>' library for the trigonometric functions. The program prompts the user to enter an angle in degrees, converts it to radians using the conversion factor PI/180, and calculates the sine, cosine, and tangent of the angle. Finally, it displays the angle in radians along with the corresponding trigonometric values.

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Answer:

4.75

Step-by-step explanation:

Each pepper or product of pepper costs $4.75

So the unit rate is 4.75/pepper

The unit rate is considered as the slope of the line, or also known as the constant or proportionality. As the Number of peppers increase, the price increases proportionally.

The constant of proportionality is 4.75

-Chetan K

Answer:

m<GFA = 110

Step-by-step explanation:

1. ABCD - parallelogram                          Definition of a parallelogram

                                                                   (AB ll CD) (AD ll BC)

2. m<B + m<C = 180                                    Consectuive angles in a

   110 + m<C = 180                                       parallelogram are supplementary

    m<C = 70                                    

3. m<GCB = 1/2 m<C                                  Definition of angles bisector

   m<GCB = 70

4. m<B = m<D = 110                                    Opposite angles in a

                                                                    parrallelogram are congruent

5. m<CDG = 1/2 m<D                                 Defintion of an angle bisector

  m<CDG = 55

6. m<GCB+m<CDG+m<CGD=180              Sum of anlges in a triangle (ΔCDG)

  70 + 55 + m<CGD = 180

   125 + m<CGD = 180

   m<CGD = 55

7. m<CGD + m<DGF = 180                            Linear pair, supplmentary angles

  55 + m<DGF = 180

  m<DGF = 125

8. m<C = m<A = 70                                     Opposite angles in a paralellogram

                                                                     are congruent

9. m<ADG = 1/2m<D                                       Definiton of an angle bisector

  m<ADG = 55

10.m<ADG+m<DFG+m<GFA+m<A=360        Sum of angles in quadrilateral

   55 + 125 + m<GFA + 70 = 360                    DGFA

    m<GFA + 250 = 360

   m<GFA = 110

Answer:

The length of the diagonal from P to Q is

\( \sqrt{ {9}^{2} + {12}^{2} + {8}^{2} } = \sqrt{289} = 17\)

Answer:

b. \( 68 + 17h = 357 \)

f. 17 hours

Step-by-step explanation:

Charges for coming to my house = $68 (this will be the constant of the equation)

Amount charged per hour labor = $17

hours = h

Total amount paid to Mike = 357

The equation that represents this situation can be expressed as:

\( 68 + 17h = 357 \)

Solve for h

\( 68 + 17h - 68 = 357 - 68 \) (subtraction property of equality)

\( 17h = 289 \)

\( \frac{17h}{17} = \frac{289}{17} \) (division property of equality)

\( h = 17 \)

Mike was in my house for 17 hours.

The fourth step of the risk assessment process is to determine current level of preparedness/mitigation.

The correct option is C.

A risk assessment is a procedure for identifying potential dangers and analyzing what might happen if one happens. A business impact analysis (BIA) is a procedure that determines the probable consequences of interrupting time-sensitive or important business processes. There are various potential hazards to be mindful of.

The ultimate goal of risk assessments is to improve workplace safety and health. However, to order to accomplish this, your risk assessment process must identify occupational hazards and eliminate or reduce the risks they represent.

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The most appropriate choice for volume of cuboid and cylinder will be given by-

Total mass of sculpture is 10.0464 tonnes

What is volume of cuboid and cylinder?

Cuboid is a three dimensional figure that has 6 faces, 12 edges and 8 vertices.

Volume of cuboid is given by the formula length \(\times\) breadth \(\times\) height

Cylinder is a three dimensional round figure that has two circular bases at the end

If r is the radius of the cylinder and h is the height of the cylinder, volume of the cylinder is given by the formula

V = \(\pi \times r^2 \times h\)

Here,

Radius of cylinder = 40 cm

Height of cylinder = 70 cm

Volume of cylinder = \(\pi \times r^2 \times h\)

                                = \(\frac{22}{7} \times (40)^2 \times 70\\\)

                                = 352000 \(cm^3\)

Length of cuboid = 80 cm

Breadth of cuboid = 80 cm

Height of cuboid = 140 m

Volume of cuboid = \(80 \times 80 \times 140\)

                              = 896000 \(cm^3\)

Total volume of sculpture = (352000 + 896000) \(cm^3\)

                                           = 1248000 \(cm^3\)

Density of sculpture = 8.05 \(g / cm^3\)

Mass of sculpture  = \(1248000 \times 8.05\)

                               = 10046400 g

                               = 10046.4 kg

                                = 10.0464 tonnes

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Answer:

299 miles

Explanation:

Base Fee for the truck = $15.99

Charge per mile driven = 78 cents =$0.78

Let the number of miles driven = x

Therefore, for x miles, Chris would be expected to pay a total charge, C defined by the equation below:

If Chris had to pay $249.21 when he returned the truck, it means that:

His total charge, C = $249.21

We conclude therefore that Chris drove the truck for 299 miles.

Answer:

I think this is what the question is asking:

g=-3-8/x

x==8/3+g

Step-by-step explanation:

Answer:

4x+9y-27=0

compare and fill em

hope it helps

Answer:

2

Step-by-step explanation:

y=1y

x=1x

so the answer will be 2.

may be

hope to help!!!

Answer:

-14x+4x+11y-13y=-10x-2y

-2(5x+y)

Thank give branlist please

Answer:

–10x – 2y

in factorise form

–2(5x + y)

Step-by-step explanation:

–14x + 11y + 4x –13y

= –14x + 4x + 11y –13y

= –10x –2y

i hope this helps

Answer:

two solutions

Step-by-step explanation:

An absolute value has two solutions, one positive and one negative

|x+7|=1

x+7 = 1     x+7 = -1

Subtract 7 from each side

x +7-7=1-7    x+7-7 = -1-7

x = -6               x = -8

Two solutions

Answer:

C. y-1=2(x+2)

Step-by-step explanation:

A. y-7=2(x-6)-point slope form: y-y1=2(x-x1)-coordinate point: (x1,y1)=(6,7)

Now let's check that the other point works-just sub in the coordinates for the x and y variables.

y-7=2(x-6)\\-1-7=2(2-6)\\-8=2(-4)\\-8=-8

So answer choice A. goes through both points, so no.

B. y=2x-5-slope-intercept form, so just sub in both sets of coordinates separately to see if they each work.

y=2x-5\\7=2(6)-5\\7=12-5\\7=7\\equal

y=2x-5\\-1=2(2)-5\\-1=4-5\\-1=-1\\equal

Both work, so no.

C. y-1=2(x+2)-point slope form that gives us first coordinate set--(-2,1)

Except that the point is actually (2,-1) not (-2,1).  That means that answer choice C is not an equation of the line thaat goes through (6,7) and (2,-1), so yes.

D. Anyway, if we check D--y+1=2(x-2)--coordinate point given: (2,-1), which is correct, so no.

\(\qquad \qquad \textit{direct proportional variation} \\\\ \textit{\underline{y} varies directly with \underline{x}}\qquad \qquad \stackrel{\textit{constant of variation}}{y=\stackrel{\downarrow }{k}x~\hfill } \\\\ \textit{\underline{x} varies directly with }\underline{z^5}\qquad \qquad \stackrel{\textit{constant of variation}}{x=\stackrel{\downarrow }{k}z^5~\hfill } \\\\[-0.35em] ~\dotfill\)

\(\stackrel{\textit{"y" varies directly with "x"}}{y = k(x)}\hspace{5em}\textit{we also know that} \begin{cases} y=24\\ x=4 \end{cases} \\\\\\ 24=k(4)\implies \cfrac{24}{4}=k\implies 6=k\hspace{9em}\boxed{y=6x}\)

Answer:

Step-by-step explanation:

4. 10x + 30 = 90

    10x = 60

     x = 6

   complementary

5. 4x + 40 + 3x = 180

   7x + 40 = 180

   7x = 140

    x = 20

   supplementary

Answer: 42

Step-by-step explanation:

if the bookstore has 64 copies,

yesterday it was sold 1/4 , so it was sold 64/4=16

today it was sold 1/8 from what remained, which is 6(see below)

64-16=48

48/8=6

the store has left 48-6=42

Answer:

the answer is b: (6,0) and (0,-9)

Answer:

The 3 problem

Step-by-step explanation:

Answer:

The answer is C) x+y = 233, 14x + 20y = 3748

Step-by-step explanation:

x(number of t-shirts sold) + y(number of sweatshirts sold) = 233 (total number of pieces of clothing sold)

14x (14 is the cost of each t-shirt and since x = number of t-shirts sold then it is 14x or 14 multiplied by number of t-shirts sold) + 20y (20 is the cost of each sweatshirt and since y = number of sweatshirts sold then it is 20y or 20 multiplied by number of sweatshirts sold) = 3748 (total of money raised)

The correct values for a, b, c, d, and e are a = 16, b = 29, c = 24, d = 22, and e = 30 for group of 75 students on asking whether they like Algebra or Geometry.

For the values of a, b, c, d, and e, we can use the information provided in the table. Let's break it down step-by-step:

We are given that a total of 75 math students were surveyed. Therefore, the total number of students should be equal to the sum of the students who like algebra, the students who like geometry, and the students who do not like either subject.

75 = 45 (Likes Algebra) + 53 (Likes Geometry) + 6 (Does Not Like Either)

Simplifying this equation, we have:

75 = 98 + 6

75 = 104

This equation is incorrect, so we can eliminate options c and d.

Now, let's look at the information given for the students who do not like geometry. We know that a + b = 6, where a represents the number of students who like algebra and do not like geometry, and b represents the number of students who do not like algebra and do not like geometry.

Using the correct values for a and b, we have:

16 + b = 6

b = 6 - 16

b = -10

Since we can't have a negative value for the number of students, option a is also incorrect.

The remaining option is option e, where a = 29, b = 16, c = 24, d = 22, and e = 30. Let's verify if these values satisfy all the given conditions.

Likes Algebra: a + c = 29 + 24 = 53 (Matches the given value)

Does Not Like Algebra: b + d = 16 + 22 = 38 (Matches the given value)

Likes Geometry: c + d = 24 + 22 = 46 (Matches the given value)

Does Not Like Geometry: b + e = 16 + 30 = 46 (Matches the given value)

All the values satisfy the given conditions, confirming that option e (a = 29, b = 16, c = 24, d = 22, and e = 30) is the correct answer.

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Answer:

Three hot dog packages

Two hot dog bun packages

Step-by-step explanation:

Hot dogs come in packs of 8

8

Buns come in packs of 12

12

Simplify this fraction for 8/12 = 2/3

8 x 3 = 24

12 x 2 = 24

24 buns for 24 hot dogs

Answer:

45

Step-by-step explanation:

3 out of 12 is 1/4, or 0.25, so if you divide 180 by 4, then using the same logic, you can expect 45 kids to have played last year.

3 = 1/4 OR .25 of 12, 12 divided by 4 = 3

180 divided by 4 = 45

Answer:

yes its 45 i did the test and i got an 100

Step-by-step explanation:

heres proof

The length of diameter of the base of the cone will be 112 cm. Hence, option b is correct.

Equations are mathematical expressions that have two algebras on either side of an equal (=) sign. The expressions on the left and right are shown to be equal to one another, demonstrating this relationship. L.H.S. = R.H.S. (left-hand side = right side) is a fundamental simple equation.

As per the given information in the question,

Use the equation of Pythagoras's theorem,

106² = 90² + r²

r² = 106² - 90²

r = √3136

r = 56 cm.

Then, the diameter will be,

D = 2r

D = 2(56)

D = 112 cm.

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Answer:

5.8

Step-by-step explanation:

Since B is the image of figure A and was dilated by a scale factor of 5.8, this mean that the area of figure B is 5.8 times the area of figure A
Hope this helps :)

Answer:

12 sides

Step-by-step explanation:

To find the number of sides, use a formula.

\(\frac{360}{\theta }=n\)

θ is the measure of each exterior angle of the regular polygon.

n is the number of sides of the regular polygon.

\(\frac{360}{30} =12\)

Based on the given sample, the economist reports a participation rate of approximately 33.00%.

To analyze the information provided, let's calculate the participation rate in the stock market for middle-income American households based on the given sample.

The economist reports that out of a sample of 2,100 middle-income American households, 693 actively participate in the stock market.

To determine the participation rate, we divide the number of households actively participating in the stock market by the total sample size and multiply by 100 to express it as a percentage:

Participation rate = (Number of participating households / Total sample size) * 100

Substituting the given values:

Participation rate = (693 / 2100) * 100

Calculating the participation rate:

Participation rate = 0.33 * 100

Participation rate ≈ 33.00%

Therefore, based on the given sample, the economist reports a participation rate of approximately 33.00% for middle-income American households in the stock market.

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This value of v into the formula for centripetal acceleration, we have:14.7 = (2πr/45)2Solving for r, we get:r = 77 meters (rounded to the nearest whole number). Therefore, the radius of the loop is 77 meters.

A loop is created by having an airplane follow a circular path in a vertical plane. This means that the acrobatic plane has centripetal acceleration, which is directed towards the center of the circular path. The acceleration depends on the speed of the plane, the mass of the plane, and the radius of the circular path. The acceleration can be calculated using the formula a = v2/r where v is the velocity and r is the radius of the circular path.

The given centripetal acceleration, a = 14.7 m/s2, is equal to v2/r. The velocity of the plane is not given, but we can use the fact that the pilot takes 45 seconds to complete the loop to find the velocity. During the loop, the plane travels a distance equal to the circumference of the circular path.

Therefore, the velocity of the plane is given by the formula v = 2πr/t where t is the time taken to complete one loop, which is 45 seconds.

Substituting this value of v into the formula for centripetal acceleration, we have:14.7 = (2πr/45)2Solving for r, we get:r = 77 meters (rounded to the nearest whole number) Therefore, the radius of the loop is 77 meters.

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Answer:

the slope is 5. 5/1

Step-by-step explanation:

Use rise over run to find slope. It is the easiest way to find slope

You rise 5 and 1 to the right

Answer:

The slope is 5

Step-by-step explanation:

So you're just trying to find the slop. We're going to choose 2 points to use which are already marked on the graph.

(0, 2) and (-1, -3)

So to find the slope, we have to find (the difference in y) / (the difference in x)

So we're going to do

-3-2/-1-0

Which is

-5/-1

So since there are two negatives, it become positive, and it'll simplify into 5.

So the slope of the line is 5