Given that sin 0 = 20/29 and that angle terminates in quadrant III, then what is the value of tan 0?

Answer:

y = r / (k+v)

Step-by-step explanation:

First, you use the distributive property and take out y: y(k+v)=r

Then you divide both sides by (k+v): y(k+v)/(k+v) = r/(k+v)

Finally you get y = r / (k+v)

After answering the presented question, we can conclude that This is equation true for all values of a and (11n+3), so we can conclude that the value of "a" is simply 30.8 divided by (11n+3): a = 30.8/(11n+3)

An equation in mathematics is a statement that states the equality of two expressions. An equation is made up of two sides that are separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" asserts that the phrase "2x Plus 3" equals the value "9." The purpose of equation solving is to determine the value or values of the variable(s) that will allow the equation to be true. Equations can be simple or complicated, regular or nonlinear, and include one or more elements. The variable x is raised to the second power in the equation "x2 + 2x - 3 = 0." Lines are utilised in many different areas of mathematics, such as algebra, calculus, and geometry.

We are given that the factored form of 30.8n+8.4 is a(11n+3).

To find the value of a, we can expand the product a(11n+3) and equate it to the given expression 30.8n+8.4.

Expanding a(11n+3), we get:

a(11n+3) = 11an + 3a

Equating this to 30.8n+8.4, we have:

11an + 3a = 30.8n + 8.4

We can factor out an "a" from the left-hand side:

a(11n + 3) = 30.8n + 8.4

Now we can see that this is the same as the given factored form, so we can equate the two expressions:

a(11n + 3) = a(11n + 3)

This is true for all values of a and (11n+3), so we can conclude that the value of "a" is simply 30.8 divided by (11n+3):

a = 30.8/(11n+3)

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The error in these equations are:

1. The correct answer is \(7a^7\).

2. The correct answer is \(3*6^3\).

Error is the difference between a true value and an estimate, or approximate, representation of that value in applied mathematics. The difference between the mean of the entire population and the mean of a sample taken from that population is a frequent example in statistics.

The difference between the true value of an irrational number and the values of rational expressions like 22/7, 355/113, 3.14, or 3.14159 serves as an example of round-off error in numerical analysis. Truncation error happens when an infinite series is ignored except for a small subset of its terms.

1. Given equation is

  \((3a^5)(4a^2)=(4+3)a^{2+5} =7a^7\)

  This equation is not true the correct equation is:

 \((3a^5)(4a^2)=(4*3)a^{2+5} =12a^7\)

  The error is \((4+3)\). It should be \(4*3\).

2. Given equation is

   \(3^4\)×\(2^3\) = \(6^{4+3}\).

   This equation is not correct, the correct equation is:

    \(3^4*2^3=3*3^3*2^3=3*6^3\).

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Most samples of 6 adults would differ from mean by no more than 1.0

In our culture, computer equations are also employed to define the systems that truly influence the social or political reality we live in. This kind of prescriptive usage of statistical equations is described.

(a) The creation of approaches and procedures utilizing statistical as well as other mathematical treatments for the quantitative analysis of data in order to investigate political structures and behavior. Questions pertaining to probability models, probability theory, measurement, and data are included.

Here n=6

p=0.77

q=1-p=1-0.77=0.23

mean=np=6*0.77=4.62=4.6

variance=npq=6*0.77*0.23=1.0626=1.1

standard deviation=sqrt(variance)=sqrt(1.0626)= 1.030825=1.0

M = 4.6

o2 = 1.1

0= 1.0

Most samples of 6 adults would differ from  mean by no more than 1.0

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The dimension of the rectangular of a norman window will be 1.6803*3.3606.

What is the area of Rectangle?

In any quadrilateral which have equal and parallel opposite sides is considered to be a rectangle. It is also called as a polygon with four sides and the four angles that are all 90 degrees each. A rectangle is a shape with only two dimensions. The product of the length and the breadth calculates its area. The length of the diagonals of any rectangle are equal in length. Thus, the length of the diagonals can be calculated easily using the Pythagoras theorem where, the diagonal is considered to be the hypotenuse.

Let r represents the radius, and b be the breadth.

Then, perimeter = 3.14*r+2r+2b = 12

For the dimension needed for the most light to enter we need to maximize the area.

Hence, area of the window : area of the semicircle + area of the rectangle

= \(\frac{3.14*r^2}{2} + 2rb\)

= \(12r - (\frac{3.14+4}{2}) r^2\)

A'(r) = 0

Therefore, \(r=\frac{12}{3.14+4}\) which is nearly equal to 1.6803m

From this value of r we can calculate the value of b to be;

b= 1.6803m

Thus, a= 3.606m

Thus the required dimension is : 1.6803*33606

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Answer:

80 in^2

Step-by-step explanation:

Length x width x height = vol

Length x width x 5 = 400

Length x width = 400/5

Length x width = 80 in^2

Length x width = area = 80 in^2

In the first week, the second week, the third week and the fourth week, the 4 employees are promoted to the position of general manager in 73440 ways.

Permutation and combination:

Permutation is the act of arranging objects or numbers in order.

Composition is the selection of objects or numbers from a group of objects or collections, the order of the objects being unimportant.

According to the Question:

Arranging elements in a specific order is called permutation. Here, the components of the collection are organized in a linear or sequential fashion. For example, the permutation of the set A=1,6 is 2, which is 1,6,1. Unlike composition, where the order of the parts does not matter, permutation requires the elements to be in a specific order.

The four qualified employees out of the 18 available employees can be promoted by:

\(P\left \{ {{y=18} \atop {x=4}} \right. = \frac{18!}{18-4}\)

In the solution we have obtained,

the total number of ways = 73440

Therefore,

total number of disadvantageous methods is 73440.

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Answer:

$783.46

Step-by-step explanation:

Compounded interest rate (quarterly) formula: A = P(1 + r/4)^4t

Simply plug in our known variables and solve:

910 = P(1 + 0.015/4)^4(10)

910 = P(1.00375)^40

910 = 1.16151P

P = 783.464

Answer: 783

Step-by-step explanation:

Answer:

3.2

Step-by-step explanation:

I. The solution to the system of equations using Gaussian elimination is x = 1, y = -1, and z = 2.

II. For the LU-decomposition method, we need to have a square coefficient matrix, which is not the case in the given system. Therefore, we cannot directly apply the LU-decomposition method.

III. For this method to converge, the coefficient matrix must be diagonally dominant, which is not the case in the given system. Therefore, the Gauss-Jacobi method cannot be directly applied either.

IV. It requires the coefficient matrix to be diagonally dominant, which is not satisfied in the given system. Hence, the Gauss-Seidel method cannot be directly used.

I. Gaussian Elimination Method:

To solve the system of linear equations using Gaussian elimination, we perform row operations to reduce the system into upper triangular form. The augmented matrix for the given system is:

| 6 2 -1 | 4 |

| 1 5 1 | 3 |

| 2 1 4 |27 |

We can start by eliminating the coefficients below the first element in the first column. To do this, we multiply the first row by a suitable factor and subtract it from the second and third rows to eliminate the x coefficient below the first row. Then, we proceed to eliminate the x coefficient below the second row, and so on.

After performing the necessary row operations, we obtain the following reduced row-echelon form:

| 6 2 -1 | 4 |

| 0 4 2 | -1 |

| 0 0 3 | 6 |

From this form, we can easily back-substitute to find the values of x, y, and z. We have z = 2, y = -1, and x = 1.

II. LU-Decomposition Method:

LU-decomposition is a method that decomposes a square matrix into a product of two matrices, L and U, where L is lower triangular and U is upper triangular.

III. Gauss-Jacobi Method:

The Gauss-Jacobi method is an iterative numerical method to solve systems of linear equations.

IV. Gauss-Seidel Method:

Similar to the Gauss-Jacobi method, the Gauss-Seidel method is an iterative method for solving linear systems.

Therefore, out of the four methods mentioned, only the Gaussian elimination method can be used to solve the given system of linear equations.

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Answer:

Angle 2

Step-by-step explanation:

Find S and find X.

Then find U.

The angle at X connected to S and U is the angle number.

The solution set for the inequality is x < 2. Among the given options, the value that is included in the solution set is 0.

To determine which value is included in the solution set for the inequality statement -3(x-4) > 6(x-1), we need to solve the inequality for x.

Starting with the given inequality:

-3(x - 4) > 6(x - 1)

First, distribute -3 and 6 to the terms inside the parentheses:

-3x + 12 > 6x - 6

Next, combine like terms by subtracting 6x from both sides and adding 6 to both sides:

-3x - 6x > -6 - 12

-9x > -18

To isolate x, divide both sides of the inequality by -9. Remember that when dividing by a negative number, we need to reverse the inequality sign:

x < (-18) / (-9)

x < 2

Therefore, the solution set for the inequality is x < 2. Among the given options, the value that is included in the solution set is 0.

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Answer:

60

Step-by-step explanation:

The smallest number that is divisible by 15, 20 , and 30, must have the needed factors of each of these numbers:

15 = 3 * 5

20 = 2 * 2 * 5

30 = 2 * 3 * 5

Then the minimum common factor must have the following factors to satisfy the divisibility of all of the numbers above:

2 * 2 * 3 * 5 = 60

The statement that must be true for the two-parent families at that school  is option A: A family where the father works part time is twice as likely as a family where the father is not working to have the mother work part time.

Based  on the  table showing relative frequencies for each column, it is seen that the occurrence rate for the pairing of "Father works part time" and "Mother works part time" is 0.14. The occurrence rate of the combination of "Father unemployed" and "Mother employed part-time" is 0.07.

Hence it will be:

0.14  = 2 x 0.07

0.14 = 0.14

So, 14% of the mothers work part-time in families where the father works part-time and that of 7% of the mothers work part-time in families where the father is not working. Hence option A is true.

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See full text below

A school in New Zealand collected data about the employment status of the mother and father in two-parent families. The two-way table of column relative frequencies below shows the data.

Father works full time Father works part time Father not working

Mother works full time

0.17

0.170, point, 17

0.14

0.140, point, 14

0.13

0.130, point, 13

Mother works part time

0.23

0.230, point, 23

0.14

0.140, point, 14

0.07

0.070, point, 07

Mother not working

0.60

0.600, point, 60

0.71

0.710, point, 71

0.80

0.800, point, 80

Column total

1.00

1.001, point, 00

1.00

1.001, point, 00

1.00

1.001, point, 00

Based on the data, which of the following statements must be true for the two-parent families at that school?

Choose 1 answer:

Choose 1 answer:

(Choice A)

A

A family where the father works part time is twice as likely as a family where the father is not working to have the mother work part time.

(Choice B)

It is most common for neither parent to be working.

(Choice C)

C

Families where the father works full time are more likely to have the mother working full time than part time.

(Choice D)

D

There are twice as many families where the mother works full time and the father works part time as families where the mother works part time and the father doesn't work.

The perimeter of the composite figure that is given above would be = 96.6m.

To calculate the perimeter of the given shape, it has to be divided into two.

First shape is a rectangle. Therefore the perimeter of a rectangle is calculated with the formula = 2(l+w)

Where ;

length = 16m

width = 11m

perimeter = 2(16+11)

= 2×27

= 54m

The second shape:

Perimeter of triangle = l+w+h

where;

length = 18-11 = 7m

width = 16m

height = 19.5m

perimeter = 7+16+19.5 = 42.5m

Therefore, the perimeter of the shape = 54+42.5 = 96.6m

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Answer: 48

Step-by-step explanation:

The amount of syrup they have is given by the equation A = 11.1 grams

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the amount of grams of sugar syrup Stefanie and John have be A

Now , the amount of grams of sugar syrup Stefanie has = 18 grams

The percentage of sugar syrup with Stefanie = 20 %

So , 20 % of 18 grams = ( 20 / 100 ) x 18

20 % of 18 grams = 3.6 grams

Now , the amount of grams of sugar syrup John has = 30 grams

The percentage of sugar syrup with John = 25 %

25 % of 30 grams = ( 25/100 ) x 30

25 % of 30 grams = 7.5 grams

So , amount of grams of sugar syrup Stefanie and John have A = 3.6 + 7.5

Amount of grams of sugar syrup Stefanie and John have A = 11.1 grams

Hence , the amount of grams of syrup they have is 11.1 grams

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Answer:

632.83mm²

Step-by-step explanation:

Applying Pythagorean theorem to triangle SOH

SH² = SO² + OH²

SH = \(\sqrt{(15.4)^2+(7.2)^2}=17mm\)

Since the base of the pyramid is a regular pentagon, angle OAH
is 108°/2 = 54°.

AH = 7.2/tan 54° = 5.23mm

So AB = 2AH = 10.46mm

The area of triangle SAB is:

A1 = 1/2 × SH × AB = 1/2 × 17 × 10.46 = 88.91mm²

The area of all triangles is

A2 = 5 × A1 = 5 × 88.91 = 444.55mm²

The area of the base is:

A3 = (perimeter × apothem)/2 = (5 × 10.46 × 7.2)/2 = 188.28mm²

The surface area of the pyramid is:

A2 + A3 = 444.55 + 188.28 = 632.83mm²

Step-by-step explanation:

the surface area is the sum of the base area (pentagon) and the 5 side triangles (we only need to calculate one and then multiply by 5, as they are all equal).

these side triangles are isoceles triangles (the legs are equally long).

the usual area formula for a pentagon is

1/2 × perimeter × apothem

the apothem is the minimum distance from the center of the pentagon to each of its sides.

in our case this is 7.2 mm.

how to get the perimeter or the length of an individual side of the pentagon ?

if the apothem of a pentagon is given, the side length can be calculated with the formula

side length = 2 × apothem length × tan(180/n)

where 'n' is the number of sides (5 in our case). After getting the side length, the perimeter of the pentagon can be calculated with the formula

perimeter = 5 × side length.

so, in our case

side length = 2 × 7.2 × tan(180/5) = 14.4 × tan(36) =

= 10.4622124... mm

perimeter = 5 × 10.4622124... = 52.31106202... mm

area of the pentagon = 1/2 × perimeter × apothem =

= 1/2 × 52.31106202... × 7.2 = 188.3198233... mm²

now for the side triangles.

the area of such a triangle is

1/2 × baseline × height

baseline = pentagon side length

height we get via Pythagoras from the inner pyramid height and the apothem :

height² = 7.2² + 15.4² = 51.84 + 273.16 = 289

height = 17 mm

area of one side triangle =

1/2 × 10.4622124... × 17 = 88.92880543... mm²

all 5 side triangles are then

444.6440271... mm²

and the total surface area is then

444.6440271... + 188.3198233... = 632.9638504... mm²

≈ 632.96 mm²

Answer:

Thats correct.

Step-by-step explanation:

Answer:

h = 14 units

Step-by-step explanation:

area of parallelogram = bh

plug everything in: 84 = (6)h

h = 84/6 = 14

Answer:

i can even see the picture

Step-by-step explanation:

Answer: 34

Step-by-step explanation: 13 + 13 + 5 = 34

Answer:

______ allows data to be transmitted by the computer in ahu-man-of riendly from

A good practice to remember when adding transitions to a presentation is to ensure that they are purposeful, consistent, and enhance the overall flow of the presentation.

Purposeful: Use transitions to guide the audience through your key points and ideas, making sure they complement the content and contribute to the overall message.
Consistent: Maintain a consistent style of transitions throughout your presentation to maintain a cohesive look and feel. Avoid using too many different types of transitions, as this may be distracting.
Enhance flow: Transitions should help create a smooth flow between slides and ideas, making it easy for the audience to follow your presentation. Avoid using abrupt or overly flashy transitions that may interrupt the natural progression of your content.

finally, Test your presentation with the transitions to make sure they enhance the overall flow and comprehension of your message.

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The formula of the function, where x is entered in radians is   y = -3sin(πx/5) -6

The key components: amplitude, period, phase shift, and vertical shift.

Amplitude is the distance between the midline and max/min points. Midline at (0, -6), so distance to min point (2.5, -9) is 3. Amplitude: 3.

Vertical shift: Displacement along y-axis. Midline at y = -6, vertical shift is -6. Period: distance between max/min points. Graph intersects midline at (0, -6) and minimum point at (2.5, -9).  Period is 5 (2 * 2.5). Freq: Reciprocal of period, 1/5.

Phase shift: Horizontal shift of graph. Graph intersects midline at x=0, no phase shift.

Hence:

The general form of the sinusoidal function is y = A sin (B(x-C)) + D

So, Substituting the known values into the general formula:

y = 3 x  sin((1/5)x - 0) - 6

Hence: Simplifying it will be:

y = 3 x sin(πx/5) - 6

Then, the formula of the function, where x is entered in radians, is: y = -3sin(πx/5) - 6

Based on the image attached, the first given point is one that informs one that the function is a sine (not a cosine) function, and that it is one that has its offset as -6.

Also, the second given point is one that informs you of the first peak is at x=2.5, hence the argument of the sine function is π/2 if x=2.5: (πx/5).

Based on the fact that the peak is 3 units smaller than the midline, the amplitude is said to be -3.

Therefore the  formula for the function is  seen as:  y = -3·sin(πx/5) -6

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The length of n for the triangle is 1778 cm

The law of sines is very useful for solving triangles. The formula is given as:

n/sinN = o/sinO = p/sinP

where

N= angle N, n = length of side n, O = angle O, o = length of side o, P = angle P and p = length side p

Given: p = 870 cm, m∠N = 127°, m∠O = 30°

m∠P = 180 - 127 - 30 = 23°   (angle sum in a triangle)

n/sinN = p/sinP

n/sin127° = 870/sin23°

n = (870 * sin127°)/sin23°

n = 1778 cm

Therefore, the length of n, to the nearest centimeter is 1778 cm

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Answer:

1-2x

Step-by-step explanation:

\((7+2x)-(4x+6)=7+2x-4x-6=1-2x\)

Answer:

The mean of the sampling distribution of sample means is equal to the population mean, which is 5.3 years.

give thanks for more! your welcome!

Step-by-step explanation:

Answer:

which principle prevents a brach from abusing  its power

Step-by-step explanation:

which principle prevents a brach from abusing  its power

Out of the 400 surveyed students, 327 were either seniors or commuters.

To find the number of students who were either seniors or commuters out of the 400 surveyed students, we need to add the number of seniors and the number of commuters while avoiding double-counting those who fall into both categories.

According to the information given:

There were 262 seniors.

There were 215 commuters.

150 of the seniors were also commuters.

To avoid double-counting, we need to subtract the number of seniors who were also commuters from the total count of seniors and commuters.

Seniors or commuters = Total seniors + Total commuters - Seniors who are also commuters

= 262 + 215 - 150

= 327

Therefore, out of the 400 surveyed students, 327 were either seniors or commuters.

It's important to note that in this calculation, we accounted for the overlap between seniors and commuters (150 students who were both seniors and commuters) to avoid counting them twice.

This ensures an accurate count of the students who fall into either category.

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