Choose by clicking the graph. Find Ltheta if sec theta = -13/5 and tan theta negative

Answer:

y= 4x + 9

Step-by-step explanation:

y= 4x+5

y= 4(x+ 5/4)

m, gradient= 4

rule if parallel: their gradients are equal

rule if perpendicular : m1*m2=-1

parallel gradient, m1=4

passes through (-2, 1) so x= -2,  y= 1

y - 1= 4(x -- 2)

y= 4x + 9

The line parallel to y= 4x+ 5 passing through point (-2, 1) is y = 4x + 9

The given equation is:

y = 4x + 5

Compare y = 4x + 5 with the equation y = mx + c

m = 4, c = 5

The equation parallel to y = 4x + 5 will also have a slope, m = 4

The point-slope form of the equation of a line is given as:

y - y₁ = m(x - x₁)

substitute m = 4, x₁ = -2 and y = 1 into the equation above

y - 1 = 4(x - (-2)

y - 1 = 4(x + 2)

y - 1 = 4x + 8

y = 4x + 8 + 1

y = 4x + 9

Therefore the line parallel to y= 4x+ 5 passing through point (-2, 1) is y = 4x + 9

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Answer:

Equation: 2.50 + 3h = 13.00

Solution: h = 3.50

Step-by-step explanation:

Letting h be the cost of one hamburger:

\(2.50 + 3h = 13.00\)

\(3h = 10.50\)

\(h = 3.50\)

So the cost of one hamburger is $3.50.

Step-by-step explanation:

Given,

perimeter = 94

length = 4y

breath = 5y + 2

perimeter = 2 ( l + b )

after inserting values we got,

2 ( l + b ) = 94

2 ( 4y + 5y + 2 ) = 94

2 ( 9y + 2 ) = 94

18y + 4 = 94

18y = 94 - 4 = 90

18y = 90

y = 90/18

y = 5

therefore,

length = 4y = 4×5 = 20

hope this answer helps you dear...take care

Transformations

We are given the coordinates of point A=(-1,4).

A transformation (x-4,y+1) is applied. This means the x-coordinate is subtracted 4 and the y-coordinate is added 1 to get the point A' = (-1-4,4+1) = (-5, 5)

Now it's required to reflect A' over y=4

The vertical distance from the point to y=4 is 5-4 = 1.

Thus, we subtract 2*1 = 2 to the y-coordinate to get A'' = (-5,5-2) = (-5,3)

The final coordinates of the original point are (-5,3)

Answer:

C

Step-by-step explanation:

Answer:

7 days

Step-by-step explanation:

We need to find bracelets per day.

1 day 2 days

5 bracelets 10 bracelets

since we know how many bracelets she can make per day, all we have to do is divide 35 by 5.

to get 7 days.

Answer:

$0.13 to produce each box.

Step-by-step explanation:

S= ph+2b

p= 12.5+2.5+12.5+2.5=30

h=25

b= 12.5x2.5=31.25

S= (30)(25) +2 (31.25)

S= \(812.5cm^{2}\)

812.5 x 0.00016= 0.13

Answer: 10 is your answer bud ❤

Answer:

RANGE

Step-by-step explanation:

Brainliest?

Answer:

true

Step-by-step explanation:

We are given that sides LM and NM, LO and NO, MO and MO are congruent. Since this describes 3 sides of the triangle, you can say ΔMNO is congruent to ΔMLO. From this, you can say ∠OMN is congruent to ∠OML. The two angles (∠OMN and ∠OML) form a straight line, meaning they add up to 180 degrees. We can write:

∠OMN + ∠OML = 180

And since ∠OMN = ∠OML, we can substitute and solve:

∠OMN + ∠OMN = 180

2∠OMN = 180

∠OML =∠OMN = 90

Since both these angles are 90 degrees, LN is perpendicular to MO by definition.

Answer:

B

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

Answer:

74 and 79

Step-by-step explanation:

one standard deviation= 5°

range of one standard deviation: (78-5) to (78+5)

                                                        73° to 83°

(a) 42 ounce of yellow

(b) 14 ounce of blue.

(c) 4 green , 8 blue and 27 yellow.

Given,

She uses 2 ounces of blue paint for every 7 ounces of yellow.

Now, According to the question:

For uses 2 ounces of blue paint every 7 ounces of yellow.

(a) 2 ounces of blue = 7 ounces of yellow

for 12 ounce of blue = 12 x 7/2

                                 = 42 ounces of yellow.

(b) For 7 ounce o yellow  2 ounce of blue

for 49 ounce of yellow = 49 x 2/7

                                      = 14 ounce of blue.

(c) If container can holds 40 ounce of paints then

1. 2 blue and 7 yellow = 9 ounces.

2. 4 blue and 14 yellow = 18 ounces.

3. 6 blue and 21 yellow = 27 ounces.

4. 8 blue and 27 yellow = 36 ounces.

5. 9  blue and 42 yellow = 51 ounces.

Only 4 green paint she can make using 8 ounces of blue and 27 ounces of yellow.

Hence, (a) 42 ounce of yellow

(b) 14 ounce of blue.

(c) 4 green , 8 blue and 27 yellow.

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Answer: A straight angle

Step-by-step explanation:

90 + 90 = 180

Answer:

D.y + 1 = 6(x - 6)

Step-by-step explanation:

The general form of a straightline equation is given as

y = mx + c

where m is the slope and c is the intercept

m = Δy/Δx

from the given points

m = (-7 - -1)/(5 - 6)

= -6/-1

= 6

Considering the points x₁ and y which are  6 and -1

and using the formular

m = (y - y₁)/(x - x₁)

6 = (y - -1)/(x - 6)

y + 1 = 6(x - 6)

The expanded sum can be translated into summation notation as follows:

∑(k=1 to n) 16 * (4^k)

To evaluate the sum, we can use the formula for the sum of a geometric series:

S = a * (r^n - 1) / (r - 1)

where:

S = sum of the series

a = first term

r = common ratio

n = number of terms

In this case, the first term (a) is 16 and the common ratio (r) is 4. We need to find the value of the sum when the number of terms (n) is such that 4^n = 4096.

Since 4^6 = 4096, we can substitute these values into the formula:

S = 16 * (4^6 - 1) / (4 - 1)

S = 16 * (4096 - 1) / 3

S = 16 * 4095 / 3

S = 21845

Therefore, the simplified value of the sum 16 + 64 + 256 + ... + 4096 is 21845.

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Answer:

The possible number of students in Mrs. Hayko's class is limited to 15 or 30, as higher multiples of 15 would exceed the desired class size.

Step-by-step explanation:

a)

Let 'x' be the total number of students in Mrs. Hayko's class.

One-third of the students walk to school: (1/3)x.

The remaining students who do not walk to school: (2/3)x.

Four-fifths of the non-walking students take the bus: (4/5) * (2/3)x.

Simplify to find the fraction of students taking the bus: (8/15)x.

b)

Consider different values for 'x' to find a whole number of students taking the bus.

Start with a small number, such as x = 15.

Calculate the number of students taking the bus using (8/15)x.

If the result is a whole number, it's a possible class size.

Repeat with different values of 'x' until a whole number is obtained.

The possible number of students in Mrs. Hayko's class could be 15, 30, or any other multiple of 15.

Answer:

360 × 3 ÷ 8 = 135

360 - 135 = 225

The length of a truck is an example of a continuous data set, and 20 feet is just one possible value within that range.

The given value, "a truck with a length of 20 feet," is an example of a continuous data set.

Continuous data refers to values that can take on any numerical value within a range, with no gaps or interruptions. In this case, the length of a truck can take on any value between 0 and some maximum length, with no gaps or interruptions in between.

In contrast, discrete data refers to values that can only take on certain specific values, usually integers. For example, the number of tires on a truck is a discrete data set because it can only take on integer values (e.g. 4, 6, 8).

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Answer:

Options (2) and (3)

Step-by-step explanation:

Let, \(\sqrt{-8+8i\sqrt{3}}=(a+bi)\)

\((\sqrt{-8+8i\sqrt{3}})^2=(a+bi)^2\)

-8 + 8i√3 = a² + b²i² + 2abi

-8 + 8i√3 = a² - b² + 2abi

By comparing both the sides of the equation,

a² - b² = -8 -------(1)

2ab = 8√3

ab = 4√3 ----------(2)

a = \(\frac{4\sqrt{3}}{b}\)

By substituting the value of a in equation (1),

\((\frac{4\sqrt{3}}{b})^2-b^2=-8\)

\(\frac{48}{b^2}-b^2=-8\)

48 - b⁴ = -8b²

b⁴ - 8b² - 48 = 0

b⁴ - 12b² + 4b² - 48 = 0

b²(b² - 12) + 4(b² - 12) = 0

(b² + 4)(b² - 12) = 0

b² + 4 = 0 ⇒ b = ±√-4

                     b = ± 2i

b² - 12 = 0 ⇒ b = ±2√3

Since, a = \(\frac{4\sqrt{3}}{b}\)

For b = ±2i,

a = \(\frac{4\sqrt{3}}{\pm2i}\)

  = \(\pm\frac{2i\sqrt{3}}{(-1)}\)

  = \(\mp 2i\sqrt{3}\)

But a is real therefore, a ≠ ±2i√3.

For b = ±2√3

a = \(\frac{4\sqrt{3}}{\pm 2\sqrt{3}}\)

a = ±2

Therefore, (a + bi) = (2 + 2i√3) and (-2 - 2i√3)

Options (2) and (3) are the correct options.

Answer: b and c

Step-by-step explanation:

Answer:

\(V=V_p-V_cV=27.712 cm^3 - 4.019 cm^3V=23.693 cm^3V=23.6 cm^3\)

Step-by-step explanation:

Given that:

Diameter of the cylinder: d=1.6 cm

Apothem of the hexagon: a=2 cm

Assuming the thickness of the steel hex nut: t=2 cm

Volume of metal in the hex nut: V=?

\(V=V_p-V_c\)

\(\texttt {Volume of the prism}: V_p\\\\\texttt {Volume of the cylinder}: V_c\)

Prism:

\(V_p=Ab h\)

Ab=n L a / 2

Number of the sides: n=6

Side of the hexagon: L

Height of the prism: h=t=2 cm

Central angle in the hexagon: A=360°/n

A=360°/6

A=60°

\(\tan \frac{A}{2} =\frac{L}{2} / a\)

\(\tan \frac{60}{2} =\frac{L}{2} / 2cm\)

\(\tan 30 =\frac{L}{2} / 2cm\)

\(\frac{\sqrt{3} }{3} =\frac{\frac{L}{2} }{2}\)

\(2\frac{\sqrt{3} }{3} =\frac{L}{2}\)

\(L=4\frac{\sqrt{3} }{3}\)

\(Ab=n *L *\frac{a}{2}\)

\(Ab=6(4\frac{\sqrt{3} }{3} )(2cm)/2\)

\(=24\frac{\sqrt{3} }{3} cm^2\\\\=8\sqrt{3} cm^2\)

\(V_p=Ab h\)

\(=(8\sqrt{3} )cm^2(2cm)\\\\=16\sqrt{3} cm^3\\\\=16(1.732)cm^3\\\\=27.712cm^3\)

Cylinder:

\(V_c=\pi\frac{d^2}{4} L\)

π=3.14

d=1.6 cm

Height of the cylinder: h=t=2 cm

\(V_c=3.14\times\frac{1.6^2}{4} \times2\\\\=3.14\times\frac{2.56}{4} \times 2\\\\=2.0096\times2\\\\=4.019cm^3\)

\(V=V_p-V_cV=27.712 cm^3 - 4.019 cm^3V=23.693 cm^3V=23.6 cm^3\)

Answer:

23.6

Step-by-step explanation:

Edge 2020

One real-world application for adding and subtracting polynomials is in the field of electrical engineering, specifically in circuit analysis.

Problem: Design an electrical circuit that combines two input signals and produces an output signal that is the sum of the two input signals.

Solution: The input signals can be represented by two polynomials, say A(x) and B(x), where x represents time. To find the output signal, we need to add the two input polynomials, resulting in a new polynomial C(x) = A(x) + B(x). This polynomial C(x) represents the output signal of the circuit.

To solve the problem, the circuit designer would need to identify the specific forms of the input signals, A(x) and B(x), and then use polynomial addition to find the output signal C(x). Depending on the complexity of the input signals, this could be done by hand or with the help of a computer program.

Once the output signal C(x) has been found, the circuit designer can use this information to select the appropriate components and design the circuit layout to produce the desired output.

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Answer:

$0.81

Step-by-step explanation:

2.45/3

each were $0.81

Answer:

0.82

Step-by-step explanation:

2.45 divided by 3 is 0.8166666666 so it rounded would be 0.82

Answer:

a. 80

b. 34

Step-by-step explanation:

45 percent of 80 is 36.

85 percent of 40 is 34.

You can find these online, through a Percentages Calculator.

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Answer:

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Ferdinand's equipment is higher than Rachel's equipment.

Scores is multiplied by the degree of difficulty of the dive.

The final score for the dive would be 11.73.

To determine the final score for a dive, the scoring process involves two multiplying the scores by the degree of difficulty and then multiplying that value by 0.6.

Let's break down the process step by step:

Multiply the scores by the degree of difficulty of the dive.

The first step involves taking the scores obtained for the dive and multiplying them by the degree of difficulty. The degree of difficulty represents the complexity and intricacy of the dive being performed. It is typically assigned by judges or determined based on the specific dive being executed.

For example, let's say the scores obtained for the dive are 8.5, and the degree of difficulty is 2.3. To calculate the first part of the final score, you would multiply the scores by the degree of difficulty:

8.5 * 2.3 = 19.55

So, in this case, the result of multiplying the scores by the degree of difficulty is 19.55.

Multiply the result from step 1 by 0.6.

After obtaining the value from step 1, the next step is to multiply it by 0.6. This is done to apply a weightage or adjustment to the score based on additional factors like execution, form, and other criteria considered in the scoring system. The specific value of 0.6 is used to determine the final score and is typically set by the governing body or rules of the diving competition.

Continuing with our example, we will multiply the result from step 1 (19.55) by 0.6:

19.55 * 0.6 = 11.73

Therefore, the final score for the dive, after multiplying the result from step 1 by 0.6, is 11.73.

It's important to note that this explanation assumes a simplified scoring process and may not reflect the exact methodology used in all diving competitions. Scoring systems can vary, so it's always best to refer to the specific rules and regulations of the particular competition or event for accurate and detailed information on how scores are calculated.

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In a proportional relationship between two quantities, the constant of proportionality, often denoted by the letter "k," represents the value that relates the two quantities. The equation y = kx is the standard form for expressing a proportional relationship, where "y" and "x" are the variables representing the two quantities.

Here's a breakdown of the components in the equation:

y: Represents the dependent variable, which is the quantity that depends on the other variable. It is usually the output or the variable being measured.

x: Represents the independent variable, which is the quantity that determines or influences the other variable. It is typically the input or the variable being controlled.

k: Represents the constant of proportionality. It indicates the ratio between the values of y and x. For any given value of x, multiplying it by k will give you the corresponding value of y.

The constant of proportionality, k, is specific to the particular proportional relationship being considered. It remains constant as long as the relationship between x and y remains proportional. If the relationship is linear, k also represents the slope of the line.

For example, if we have a proportional relationship between the distance traveled, y, and the time taken, x, with a constant of proportionality, k = 60 (representing 60 miles per hour), the equation would be y = 60x. This equation implies that for each unit increase in x (in hours), y (in miles) will increase by 60 units.

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Answer:

38.66 meters.

Step-by-step explanation:

Let's denote the height of the building as 'h' (to be determined). Given that the tower is 30m high, we can use trigonometry to solve for the height of the building.

From the information provided, we can form a right triangle with the height of the tower as one side, the height of the building as another side, and the distance between the tower and the building as the hypotenuse.

Considering the angle of depression of 30 degrees, we have the following equation:

tan(30°) = h / d

Where 'd' is the distance between the tower and the building. We don't have the exact value of 'd,' but we can use the second angle of depression to find the relationship between 'd' and the height of the tower.

Using the angle of depression of 45 degrees, we have:

tan(45°) = 30 / d

We can rearrange this equation to solve for 'd':

d = 30 / tan(45°)

Now we can substitute this value of 'd' into the first equation:

tan(30°) = h / (30 / tan(45°))

To find the value of 'h,' we can solve this equation:

h = (30 / tan(45°)) * tan(30°)

Using a calculator, we can calculate the value of 'h' to be approximately 38.66 meters.

Therefore, the height of the building is approximately 38.66 meters.

50 apartments were randomly chosen by our pupils. We found 26 residences with owners. We could use this to determine our sample proportion, by the way. It will come out to 26 out of 50 and.52. We're going to conduct an experiment to test the hypothesis that your neighborhood's owner-occupied home percentage differs from the national average.

The null hypothesis will be the outcome of the test. The null hypothesis states that 69 is the actual proportion. The alternative is an alternate theory. We are endeavoring to determine whether the community is different from the country, per the inquiry. I'll concede that the actual ratio is not 0.69. It is necessary to find the test statistic. We are permitted to utilize the calculator function in the tests because this is an example Z test. Yes, a window. We could locate the single proportion Z if we went to the tests and clicked the stat. It's basically a test. The Christmas component cost 69 dollars. Out of 50 samples, 26 have resulted in success.

In our alternative, the true percentage is different from.69, therefore proportion does not equal zero proportion. A negative Z score of 2.599 will be the outcome in the end. The window gives us a p value of 9. We'll choose a resolution. We will compare the p value to our significance level. It doesn't specify the degree of relevance for this problem. We'll only use 5%. So, if our p value is less than the significance level, we would reject the null hypothesis, right? The sample proportion must be obtained. If the null hypothesis is true, it would be extremely rare, since our community has more owner-occupied homes than the national average, according to the data.

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Probability that the arrow will stop on the same letter twice = 1/3 (c).

What is probability?

The area of arithmetic called likelihood deals with numerical representations of the chance that a happening can occur or that an announcement is true.

Main body:

Given : Maria will spin the arrow on the spinner 2 times.

To find : What is the probability that the arrow will stop on the same letter twice.

Solution : We have given a spinner that spin twice and stop on the same letter.

Formula for probability = no. of favourable outcome/ total outcomes

Here, total part of spinner = 3 and it spin two times

So, total possible outcome = 6.  Arrow stay on same letter twice( favorable outcome) =2.

Plugging the values in formula :

Probability =  2/6

Probability =  1/3

Therefore,  probability that the arrow will stop on the same letter twice =  (c).

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