Answer:
240 degrees
Step-by-step explanation:
Mathematically, the area of a circle is
A = 2 * pi * r^2
we need to calculate the radius of the circle first
18pi = 2pi * r^2
divide both sides by 2pi
r^2 = 9
r = 3 inches
Area of sector = angle/360 * pi * r^2
6pi = angle/360 * pi * 3^2
6pi = angle/360 * 9pi
(360 * 6pi)/9pi = angle
40 * 6 = 240 degrees
Please help!!!!!! !!!!!!!!!!!!!!!!
Answer:
Yes
Step-by-step explanation:
Yes because there is only 1 y value per x value.
Answer:
yes
Step-by-step explanation:
There is a one to one correspondence and this will pass the vertical line test
Pls Halp...
Rewrite the expression as a sum of terms, where each term is in the form k*a^n.
sqrt( a ) ( 2a^2 - 4/a )
Answer:
The expression as a sum of terms is [tex]2\cdot a^{\frac{3}{2} } - 4\cdot a^{-\frac{1}{2} }[/tex].
Step-by-step explanation:
The expression to be rewritten has the following form:
[tex]\sqrt{a} \cdot (2\cdot a^{2}-\frac{4}{a} )[/tex]
A polynomial as a sum of terms consists in a sum of terms of the form [tex]c_{i} \cdot a^{k(i)}[/tex], where [tex]c_{i}[/tex] and [tex]k_{i}[/tex] are the i-th coefficient and exponent. The expression has to be expanded to create the sum of terms:
[tex]a^{\frac{1}{2} }\cdot (2\cdot a^{2} - 4\cdot a^{-1})[/tex]
[tex]2\cdot a^{1 + \frac{1}{2} } - 4\cdot a^{-1+\frac{1}{2} }[/tex]
[tex]2\cdot a^{\frac{3}{2} } - 4\cdot a^{-\frac{1}{2} }[/tex]
The expression as a sum of terms is [tex]2\cdot a^{\frac{3}{2} } - 4\cdot a^{-\frac{1}{2} }[/tex].
Which translation maps the graph of the function f(x)=x2 onto the function g(x)=x2+_2x+6?
Answer:
idk
Step-by-step explanation:
You work at a clothing store, and your boss wants you to find out which type
of shirt had the highest percentage of sales.
You found that 13 out of 20 tank tops were sold, and 15 out of 25 T-shirts
were sold.
Which percent represents the type of shirt with the greater percentage sold?
A. 15%
B. 13%
C. 60%
D.65%
What is the value of m in the equation 1/2 m - 3/4 n equals 16 when n equals 8
Answer:
m =44
Step-by-step explanation:
1/2 m -3/4 n = 16
Let n =8
1/2 m - 3/4(8) = 16
1/2 m - 6 = 16
Add 6 to each side
1/2 m -6+6 = 16+6
1/2 m = 22
Multiply each side by 2
m = 22*2
m = 44
Answer:c
Step-by-step explanation:
Please help. I will be constantly asking questions on the app to finish a class and i only have a day
Answer: C [tex]0\leq y\leq 5[/tex]
Step-by-step explanation:
Find the third side in simplest radical form
=========================================================
Work Shown:
We see that one of the legs is unknown. We'll call this 'a'.
The other leg is b = 2, which becomes b^2 = 4
The hypotenuse (always opposite the 90 degree angle) is c = sqrt(58). This turns into c^2 = 58 when you square both sides.
---------
Use the pythagorean theorem to get
a^2+b^2 = c^2
a^2+4 = 58
a^2 = 58-4
a^2 = 54
a = sqrt(54)
a = sqrt(9*6)
a = sqrt(9)*sqrt(6)
a = 3*sqrt(6)
The third side in simplest radical form is x=3[tex]\sqrt{6}[/tex]
RIGHT TRIANGLEA triangle is classified as a right triangle when it presents one of your angles equal to 90º. The greatest side of a right triangle is called the hypotenuse. And, the other two sides are called cathetus or legs.
The math tools applied for finding angles or sides in a right triangle are the trigonometric ratios, metric relationships, or the Pythagorean Theorem.
For solving this question, you need to apply the Pythagorean Theorem that says: (hypotenuse)²= (leg1)²+(leg2)².
The question gives:
Hypotenuse= [tex]\sqrt{58}[/tex]Leg1= 2Leg2= third side = unknowApplying the Pythagorean Theorem, you have:
([tex]\sqrt{58}[/tex])² = 2²+ x²
58=4+x²
x²=58-4
x²=54
x=[tex]\sqrt{54}[/tex]
x=[tex]\sqrt{2*3^3}[/tex]
x=[tex]\sqrt{2*3^2*3}[/tex]
x=3[tex]\sqrt{2*3}[/tex]
x=3[tex]\sqrt{6}[/tex]
Learn more about the Pythagorean theorem here:
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What is the probability of a number less than 4 showing when a number cube is rolled?
Answer:
50 percent
Step-by-step explanation:
Answer: there is a 50% chance
Step-by-step explanation:
there are three numbers less than four on a number cube. 3/6 is equivalent to 1/2
I NEED HELP! WILL BE GIVING BRAINLIEST TO THE CORRECT ANSWER + 30 POINTS!!!!
Answer:
l = 20 cm
w = 12 cm
Step-by-step explanation:
P = 64 = 2w + 2l
2w = 4 + l
64 = 4 + l + 2l
64 - 4 = 3l
3l = 60
l = 20 cm
2w = 20 + 4
2w = 24
w = 12 cm
PLEASE HELP ME I NEED HELP
Answer:
Step-by-step explanation:
V = 4/3(π)(3)^3
V= 4/3(27)π
V= 36π
V = 113.1 cm^3
Factor the expression 15x+10 using the GCF.
Help plz ASAP will give brainliest to first who solves!
Answer:
The greatest common factor is 5.
15x+10=5(3x+2)
PLEASE HELP ME FOR 5 POINTS
Answer:-7n-21-8-64n
-71n-29
Step-by-step explanation:
Answer: -71n - 29
Step-by-step explanation:
-7n - 21 -8 - 64n
Collect like terms:
-7n - 64n -21 - 8
Suppose the 3 schools have succeeded in raising
the following amounts of money on day 7:
School A: $5,400, School B: $5,600, School C:
$3,800. Which statement is true?
Click on the correct answer.
School B is below its goal.
School C is at its goal.
School A is above its goal.
Answer:
school b
Step-by-step explanation:
it has more
Answer:
School C
Step-by-step explanation:
It got more than its original amount
It is 4 : 12 p.M. 4:12 p.M.4, colon, 12, start text, space, p, point, m, point, end text Emma's mom will be home from work in 70 7070 minutes, and Emma has gymnastics lessons at 6 : 00 p.M. 6:00 p.M.6, colon, 00, start text, space, p, point, m, point, end text How much time will Emma have between the time that her mom gets home from work and the beginning of gymnastics lessons?
Answer:
40 Minutes.
Step-by-step explanation:
The current time = 4:12 p.M.
Emma's mom will be home from work in 70 minutes.
70 minutes = 1 hour 10 Minutes= 1: 10 Hours
[tex]\left\begin{array}{ccccc}&4&:&12 &p.m.\\+&1&:&10&\\--&--&--&--&--\\&5&:&22&p.m\end{array}\right[/tex]
Therefore, Emma's Mom will get home by 5: 22 p.m.
Emma has gymnastics lessons at 6 : 00 p.M.
To determine how much time Emma will have between the time that her mom gets home from work and the beginning of gymnastics lessons, we simply subtract 5:22 from 6.
[tex]\left\begin{array}{ccccc}&6&:&00 &p.m.\\-&5&:&22&\\--&--&--&--&--\\&00&:&40&\end{array}\right[/tex]
Emma will have 40 Minutes.
Answer:
38
Step-by-step explanation:
70 mins
=60 mins+10 minutes
=1 hour+10 mins
=1 hour and 10 mins
Hint #22 / 5
\begin{aligned} &4{:}12 + \greenD{1\text{ hour}}=5{:}12\\\\ &5{:}12 +\purpleD{10\text{ minutes}}=5{:}22 \end{aligned}
4:12+1 hour=5:12
5:12+10 minutes=5:22
Emma's mom will be home at 5{:}22\text{ p.m.}5:22 p.m.5, colon, 22, start text, space, p, point, m, point, end text
How much time will Emma have between 5{:}22\text{ p.m.}5:22 p.m.5, colon, 22, start text, space, p, point, m, point, end text and the beginning of gymnastics lessons at 6{:}00\text{ p.m.}?6:00 p.m.?6, colon, 00, start text, space, p, point, m, point, end text, question mark
Hint #44 / 5
\blueD{8}\text{ mins} + \maroonD{30}\text{ mins} = 38\text{ mins}8 mins+30 mins=38 minsstart color #11accd, 8, end color #11accd, start text, space, m, i, n, s, end text, plus, start color #ca337c, 30, end color #ca337c, start text, space, m, i, n, s, end text, equals, 38, start text, space, m, i, n, s, end text
Hint #55 / 5
Emma will have 38 minutes between the time that her mom gets home from work and the beginning of gymnastics lessons. FROM KHAN ACADEMY THO.
Let D be the set of all students at GSU students, and let M(s) be 's is a math major," let C(s) be s is a computer science student," and let E(s) be "s is an engineering student." Express each statement using quantifiers, variables, and the predicates M(s), C(s), and E(s). a. No computer science students are engineering students. b. Some computer science students are also math majoers.
Answer:
Step-by-step explanation:
Recall the logic quantifiers [tex]\forall, \exists[/tex] which means for all/for every and exists.
a) This means that for every student in D that is a computer science this implies that the student is not an engineering student. So for a student s in D such that C(s) then E(s) is false. This is symboled by
[tex]\forall s \in D C(s) \implies \neg E(s)[/tex]
b) By saying "some computer science students" this means that there exists some studenst that study computer science and are also math majors. This is symboled by
[tex]\exists s \in D C(s)\land M(s) [/tex]
PLLLSSSSSS HURRRYYYY To convert Celsius temperatures to Fahrenheit, you can use the expression 9/5 (C + 32). Tom says that another way to write this expression is 9/5 C + 32. What error did Tom make?
A. Tom did not make an error.
B. Tom should have simplified the fraction .
C. Tom did not distribute to both terms in parentheses.
D. Tom should have added inside the parentheses before multiplying.
Answer:
C.
Step-by-step explanation:
If you are distributing, you must distribute the outside to both terms in the inside.
Simplify 12 square root of 7
Answer:
Step-by-step explanation:
[tex]12\sqrt{7}\\=31.74901[/tex]
triangle jkl is similar to triangle tuv. find the missing side length of triangle tuv. JK=10in JL=8in KL=13in TU=7.5 UV=9.75 find TV
Answer:
TV=6 inch
Step-by-step explanation:
If Triangle JKL is similar to Triangle TUV, the following ratio applies.
[tex]\dfrac{JK}{TU}= \dfrac{KL}{UV}=\dfrac{JL}{TV}\\$JK=10in., JL=8in., KL=13in., TU=7.5., UV=9.75\\\dfrac{10}{7.5}= \dfrac{13}{9.75}=\dfrac{8}{TV}\\$Picking any two equal ratios\\ \dfrac{13}{9.75}=\dfrac{8}{TV}\\$Cross multiply\\13*TV=8*9.75\\TV=8*9.75 \div 13\\$TV=6 inch[/tex]
A bus travels the 240 miles from Boston to New York. It departs at 11:00 a.m. and arrives in New York at 3:00 p.m. What is the average speed of this bus?
Answer: 60miles/hours
Step-by-step explanation:
From the question, a bus travels the 240 miles from Boston to New York and the bus departs at 11:00 a.m. and arrives in New York at 3:00 p.m. The time taken by the bus is (3:00pm - 11:00am) = 4 hours.
Average speed = Distance/Time
Average speed =240miles/4 hours
Average speed= 60miles/hours
The the average speed of this bus is 60miles/hour.
Solve x2 = 12x - 15 by completing the square. Which is the solution set of the equation?
O {-6 -51-6 +51)
O {-5 - 721, -6 + 21}
O {6 - V51,6 + 51}
O {6 - 21,6 + 721)
Answer:
(6-√21, 6+√21)
Step-by-step explanation:
x^2 - 12x = -15
(x - 6)^2 - 36 = -15
(x - 6)^2 = 21
x - 6 = ± √21
x = 6 ± √21
The solution set of the given equation is (6-√21, 6+√21)
Given is an equation, x² - 12x = -15 we need to solve it by completing the square.
Solving the equation,
x² - 12x = -15
(x - 6)² - 36 = -15
(x - 6)² = 21
x - 6 = ± √21
x = 6 ± √21
Therefore, the solution set is (6-√21, 6+√21)
Learn more about equations, click;
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Which of the following is a solution of y - x > -3? (2, -1) (6, 2) (2, 6)
Answer: (2, 6)
Step-by-step explanation:
y - x > -3
x coordinate is 2 and y coordinate is 6
Plug in the x and y coordinates
6 - 2 = 4
4 > -3
The slope of the rafter is 15 m.Half the run of the rafter measure 12m.find the height of the ridge from the base
Answer:
[tex]9\; \rm m[/tex].
Step-by-step explanation:
Assume that the run of this rafter is level. Then the height of the ridge (the line with a question mark next to it in the diagram) should be perpendicular to the line marked with [tex]\rm 12\; m[/tex]. The three labelled lines in this diagram will form a right triangle.
The line marked as [tex]15\; \rm m[/tex] will be the hypotenuse of this right triangle.The line marked as [tex]12\; \rm m[/tex] will be one of the triangle's legs.The line representing the height of the ridge (the one with the question mark) will be the other leg of this right triangle.Hence, the height of this ridge can be found with the Pythagorean Theorem. By the Pythagorean Theorem:
[tex](\text{First Leg})^2 + (\text{Second Leg})^2 = (\text{Hypotenuse})^2[/tex].
In this particular right triangle:
[tex](\text{Height})^2 + (12\; \rm m)^2 = (15\; \rm m)^2[/tex].
[tex](\text{Height})^2 = (15\; \rm m)^2 - (12\; \rm m)^2[/tex].
Therefore, the height of this ridge would be [tex]\sqrt{81}\; \rm m = 9\; \rm m[/tex]. (Note the unit.)
Solve for y: 5-3y - 8y = 121 *
Answer:
y= -116/11
Step-by-step explanation:
5-3y-8y=121
5-11y=121
5-5-11y=121-5
-11y=116
-11y/-11=116/-11
y= -116/11
What can you say about the value of a if the equation y = ax^2 -8 has no solutions?
Suppose f(x) = x². Find the graph of f(x - 2)
Click on the correct answer.
graph 1
graph 2
graph 3
graph 4
Answer:
the answer is graph 1
Simplify 18x2y/27xy3z
Answer: 2/3xy^-2z
Step-by-step explanation:
18/27 = 2/3
x^2 / x = x
y / y^3 = y^-2
z isn’t changed
Put the variables together after dividing and you get 2/3xy^-2z.
Step-by-step explanation:
do you mean like this?
18x²y/27xy³z =
if yes the answer is like this
18/27 = 2/3
x²/x = x
y/y³ = 1/y²
1/z = 1/z
multiply all and that's the answer
⅔ * x * 1/y² * 1/z =
[tex] \frac{2x}{3 {y}^{2} z} [/tex]
Wang Xiu Ying is gift wrapping boxes in the shape of a cube for her class fundraiser. She calculates that the surface area, S SS, in square feet, of a cube-shaped box with a side of m mm feet is given by the function S ( m ) = 6 m 2 S(m)=6m 2 S, left parenthesis, m, right parenthesis, equals, 6, m, squared. She also finds that the cost, C CC, in dollars, of wrapping a box with a surface area of x xx square feet is given by the function C ( x ) = 0.15 x + 0.25 C(x)=0.15x+0.25C, left parenthesis, x, right parenthesis, equals, 0, point, 15, x, plus, 0, point, 25. Find an explicit expression that models the costs of wrapping a cube shaped box with a side length of m mm feet.
Answer:
[tex]C(m)=0.9m^2+0.25[/tex]
Step-by-step explanation:
The surface area of a cube-shaped box with a side of m feet is given by the function:
[tex]S(m)=6m^2[/tex]
The cost, C, in dollars, of wrapping a box with a surface area of x square feet is given by the function:
[tex]C ( x ) = 0.15 x + 0.25[/tex]
We want to find an explicit expression that models the costs of wrapping a cube-shaped box with a side length of m feet.
In the cost function, C(x), x is the surface area, therefore:
[tex]S(m)=x;$ and$\\C ( S(m) ) = 0.15(6m^2) + 0.25\\C(m)=0.9m^2+0.25[/tex]
To find the cost of wrapping a cube of side length m feet, we use the explicit function:
[tex]C(m)=0.9m^2+0.25[/tex]
What is 3(4a−3)−(6a+5)? (Thank you to everyone for their hard work!)
Answer:
6a−14
Step-by-step explanation:
Answer:
[tex]=6a-14[/tex]
Step-by-step explanation:
[tex]3\left(4a-3\right)-\left(6a+5\right)\\\mathrm{Expand}\:3\left(4a-3\right):\quad 12a-9\\\mathrm{Apply\:the\:distributive\:law}:\quad \:a\left(b-c\right)=ab-ac\\\mathrm{Simplify}\:3\cdot \:4a-3\cdot \:3:\quad 12a-9\\=12a-9\\-\left(6a+5\right):\quad -6a-5\\=12a-9-6a-5\\\mathrm{Simplify}\:12a-9-6a-5:\quad 6a-14\\=6a-14[/tex]
Is the following relation a function?
Yes
No
When given a graph, the vertical line test can be used to determine functionality. Describe the vertical line test and explain the reasons why a graph would, or would not, represent a function.
Answer:
The vertical line test is a way for you to see if a graph represents a function. It allows you to identify if any x values have more than one y value.
A graph would be a function if every input (x) has exactly one output (y). A graph would not be a function if an input (x) has more than one output (y).
Step-by-step explanation:
In a function, every input within the domain of the function must have exactly one output. If the graph has an input that has more than one output, then it is not a function. The vertical line test is what allows you to see if a graph is a function or not.
Answer:
When given a graph, the vertical line test can be used to determine functionality. The vertical line test would represent a function if no more than one point of the graph of a relation, this shows that only one output value for each input value. If this doesn't apply or more than one point is on the line then it would not represent a function.
Step-by-step explanation:
Draw vertical lines to intersect on a graph.
The relation is a function if there’s only one point of intersection on a graph.
The relation is not a function if there’s more than one point of intersection on a graph.
The vertical line test is used to determine if each input has exactly one output.
