Answer:
[tex]sin\theta=\frac{2 \sqrt{2} }{3 }[/tex]
Step-by-step explanation:
We can use the following trigonometric property that relates the sine function and the cosine function:
[tex]sin^2\theta+cos^2\theta=1[/tex]
we solve for [tex]sin \theta[/tex]:
[tex]sin^2\theta=1-cos^2\theta\\\\sin\theta=\sqrt{1-cos^2\theta}[/tex]
we are give the value of [tex]cos\theta[/tex]:
[tex]cos\theta =\frac{1}{3}[/tex]
so we substitute this value:
[tex]sin\theta=\sqrt{1-(\frac{1}{3} )^2}[/tex]
and we solve the expression:
[tex]sin\theta=\sqrt{1-\frac{1}{9} } \\\\sin\theta=\sqrt{\frac{8}{9} } \\\\sin\theta=\frac{\sqrt{8} }{\sqrt{9} } \\\\sin\theta=\frac{2 \sqrt{2} }{3 }[/tex]
the answer is: [tex]sin\theta=\frac{2 \sqrt{2} }{3 }[/tex]
please help For each set of distances below, decide if the three points are collinear or form a triangle, or are impossible.
2. AB = 12, BC = 5, AC = 13 *
20 points
impossible
form triangle
collinear
3. AB = 11, BC = 3, AC = 7 *
20 points
impossible
form triangle
collinear
4. AB = 5, BC = 6, AC = 2 *
20 points
impossible
form triangle
collinear
5. AB = 8, BC = 1, AC = 9 *
20 points
impossible
form triangle
collinear
form triangle
In order for the points to form a triangle, the sum of the lengths of any two sides must be greater than the length of the third side. In this case, 5 + 6 = 11 > 2, 5 + 2 = 7 > 6, and 6 + 2 = 8 > 5. Therefore, the points form a triangle.
In a right triangle, 0 is an acute angle and cos0= 6/11. Evaluate the other five trigonometric functions of 0.
Answer:
sin O = √85/11, csc O = 11/√85
cos O = 6/11, sec O = 11/6
tan O = √85/6, cot = 6/√85.
Step-by-step explanation:
cos = adjacent / hypotenuse = 6/11, so the opposite side to angle O
= √(11^2 - 6^2)
= √85.
csc O = 1/sin O
sec O = 1/cos O
cot O = 1/tan O.
________________________________. Therefore, ABCD is a parallelogram because both pairs of opposite sides are parallel.
lengths of consecutive sides are not equal
slopes of opposite sides are equal
lengths of opposite sides are equal
slopes of consecutive sides are not equal
Answer:
the third option, lengths of opposite sides are equal.
Step-by-step explanation:
for edg users I just took the test.
Which of the following pair of right triangles cannot be proven to be congruent? Select all that apply.
I need help! Please answer below on card A
Answer:
x = 8
DBC = 32
Step-by-step explanation:
The sum of the two smaller angles is the larger angle
23+4x = 55
Subtract 23 from each side
23+4x-23 =55-23
4x = 32
Divide each side by 4
4x/4 = 32/4
x = 8
Then we want to find DBC = 4x = 4*8 = 32
The data plots represent the hours students study each week in two different classrooms.
The mean number of hours a student in Mr. Hart’s class studies is hours.
The mean number of hours a student in Ms. Perry’s class studies is hours.
A typical student in Mr. Hart’s class studies a typical student in Ms. Perry’s class.
Poop
Answer:
The data plots represent the hours students study each week in two different classrooms
The mean number of hours a student in Mr. Hart’s class studies is (4.6) hours.
Answer: 4.6
The mean number of hours a student in Ms. Perry’s class studies is (2.8) hours.
Answer: 2.8
A typical student in Mr. Hart’s class studies a typical student in Ms. Perry’s (more than) class.
Answer: More than
Hope this helps
Final answer:
This inquiry involves comparing mean study times and understanding statistical concepts like the 30th percentile and hypothesis testing. The analysis includes determining if study habits have changed and interpreting the implications of percentile ranks among students.
Explanation:
The student's question pertains to statistics, specifically the comparison of mean study times between two classrooms and understanding of percentiles and hypothesis testing in the context of education research. When comparing the mean study times of students in Mr. Hart’s class to those in Ms. Perry’s class, it’s important to gather the numerical data representing the average weekly study hours for each class – which seems missing in the provided details. To understand the 30th percentile, in the context provided, it refers to the number of hours below which 30 percent of the students fall. Thus, thirty percent of students in the high school study seven or fewer hours per week, implying that the majority study more. To conduct a hypothesis test about whether study times have changed, one would set a null hypothesis stating that there has been no change in study time (with the mean study time equal to 2.5 hours), and an alternative hypothesis suggesting that the mean study time has increased. A statistical test (such as a t-test) would then be conducted to assess these hypotheses.
When planning a collaborative exercise for measuring student work habits, it is advisable to incorporate data collection and statistical analysis practices to allow students to understand real-world application of statistical concepts. The example given where students are asked to record their hourly activities over the course of a week is an excellent practice in self-monitoring and time management.
Find the volume of the sphere whose radius is 0.8 cm
Answer:
2.14 cm^3
Step-by-step explanation:
V = 4/3 pi r^3
V = 4/3 pi 0.512
V = 2.14
Using this formula, you just plug in your current values into a calculator and out comes the answer!
[tex]\frac{4}{3}[/tex]πr³
[tex]\frac{4}{3}[/tex]π(0.512)
^ (do 0.8³, which equals 0.512)
ANSWER: 2.14
What is the length of a diagonal of a cube with a side length of 3 cm?18 cm
27 cm
33 cm
138 cm
Which graph shows the information in the table?
Minutes in Hours
Number of Minutes Number of Hours
30 0.5
60 1
90 1.5
120 2
Answer:
The last graph
Step-by-step explanation:
In the first and third one the labels are switched. And the minutes should be on the x axis while the hours should be on the y axis.
The second one is incorrect because it literally says that 0 minutes= 0.5 hour
Answer:
A (the first graph on edge)
Step-by-step explanation:
Looking at the graph, we can see that the graph that has the line pass through (30, .5) is going to be the correct one.
Write two numbers that multiply to the value on top and add to the value on bottom.
Miriam took a survey, asking each family in her neighborhood how many pets they have. She made a graph showing the results: [asy] size(5.5cm); draw((0,30)--(0,0)--(41,0)); for(int i=1; i<7; i+=1) {draw((0.6,5*i)--(-0.6,5*i)); draw((0.6,5*i)--(41,5*i),black+0.5+dashed); }; path a=(3,0)--(3,30)--(9,30)--(9,0)--cycle; path b=(9,0)--(9,15)--(15,15)--(15,0)--cycle; path c=(15,0)--(15,15)--(21,15)--(21,0)--cycle; path d=(21,0)--(21,30)--(27,30)--(27,0)--cycle; path e=(27,0)--(27,5)--(33,5)--(33,0)--cycle; path f=(33,0)--(33,5)--(39,5)--(39,0)--cycle; fill(a,gray); fill(b,gray); fill(c,gray); fill(d,gray); fill(e,gray); fill(f,gray); draw(a); draw(b); draw(c); draw(d); draw(e); draw(f); label(rotate(-45)*scale(0.8)*"0 pets",(5,-1),SE); label(rotate(-45)*scale(0.8)*"1 pet",(11,-1),SE); label(rotate(-45)*scale(0.8)*"2 pets",(17,-1),SE); label(rotate(-45)*scale(0.8)*"3 pets",(23,-1),SE); label(rotate(-45)*scale(0.8)*"4 pets",(29,-1),SE); label(rotate(-45)*scale(0.8)*"5 pets",(35,-1),SE); label(scale(0.8)*"1",(-0.6,5),W); label(scale(0.8)*"2",(-0.6,10),W); label(scale(0.8)*"3",(-0.6,15),W); label(scale(0.8)*"4",(-0.6,20),W); label(scale(0.8)*"5",(-0.6,25),W); label(scale(0.8)*"6",(-0.6,30),W); label(scale(0.8)*rotate(90)*"Number of families",(-3.5,15),W); [/asy] What is the average number of pets per family?
Answer:
1.8
Step-by-step explanation:
The graph of the problem is plotted using Asymptote and attached.
From the graph:
6 Families had 0 Pets3 Families had 1 Pets3 Families had 2 Pets6 Families had 3 Pets1 Family had 4 Pets1 Family had 5 PetsThere are a total of 20 families.
Average Number of Pets
[tex]=\dfrac{6*0+3*1+3*2+6*3+1*4+1*5}{20} \\\\=\dfrac{36}{20}\\\\=1.8[/tex]
The average number of pets per family is 1.8.
Answer:
1.8
Step-by-step explanation:
The bar chart tells us that:
6 families each have 0 pets,
3 families each have 1 pet,
3 families each have 2 pets,
6 families each have 3 pets,
1 family has 4 pets, and
1 family has 5 pets.
The total number of pets in all these families is (6 ∙ 0) + (3 ∙ 1) + (3 ∙ 2) + (6 ∙t 3) + (1 ∙ 4) + (1 ∙ 5) = 36. The number of families is 6 + 3 + 3 + 6 + 1 + 1 = 20. Therefore, the average number of pets per family is 38/20 = 1.8.
how many different outcomes are possible from rolling a six sided cube four times
Answer:
1296 different outcomes
Step-by-step explanation:
Each cube has 6 possible values (from 1 to 6), and for each additional cube rolled, we have 6 more possible values, and the final number of different outcomes is the product of all the number of possible values for each cube.
So, if we roll the cube four times, the total number of different outcomes is:
6 * 6 * 6 * 6 = 1296
We have 1296 different outcomes from rolling the six sided cube four times.
If a = 2.4 units, b = 3 units, c = 6 units, and d 8 units, what is the volume of the two prisms?
A 106,50 cubic units
B. 88.56 cubic units
C, 144 cubic units
D.92.16 cubic units
Answer:
99.44
Step-by-step explanation:
(a*b*d) +(c*a*a)
29.04+70.4
Solve the quadratic equation for x.
3x2+12x=0
x =
or x =
Answer:
x=0, x=-4
Step-by-step explanation:
Answer:
x=0, x=4
Step-by-step explanation: yes
P is the set of factors of 20
The elements of set P={1,2,4,5,10,20}
Hope it will help you...
Answer:
P = {1 , 2 , 5 , 10 , 20}.
Step-by-step explanation:
20÷2
=10
10÷2
=5
5÷5
=1
then the prime factors of 20 are 2 and 5
all factors of 20 :1
and
2
and
5
and
5×2
=10
and
5×2^2
=20
to summarize the factors of 20 :P = {1 , 2 , 5 , 10 , 20}.
________________________________________
:)
The function ƒ(x) = x is transformed to g(x) = 2x. What type of transformation has occurred?
Question 6 options:
A)
Reflection
B)
Vertical translation
C)
Rotation
D)
Can't be determined
Answer:
Scaling
Step-by-step explanation:
Scaling was the type of transformation used on f(x), such that:
[tex]g (x) = 2 \cdot f(x)[/tex]
If u could answer this u would be magical
Answer:
12r^2 +r -7
Step-by-step explanation:
9r^2 +4r -7 +3r^2 -3r
Combine like terms
9r^2 +3r^2 +4r -3r -7
12r^2 +r -7
What is the value of a if the point (a, 2) is also on the line?
Answer:
i think -7
Step-by-step explanation:
but im not sure
Lilly constructed a box in the shape of a rectangular prism. The amount of space inside of the box is 180 cubic inches. What is the height of Lilly’s box?
Answer:
B
Step-by-step explanation:
3 in.
What is the equation that represents the line?
Answer: -7-4
Step-by-step explanation:
Select the points that are solutions to the system of inequalities. Select all that apply
Answer:
(-10, 10) and (0,10).
Step-by-step explanation:
For a point to be a solution to the system of inequalities, you will need to see which of the points falls into the shaded area.
When we test out each of the points, we can see that only:
(-10, 10) and (0,10) fall into the blue-shaded area.
Answer:
-10,10 and 0,10
Step-by-step explanation:
alvs verified 100% correct
Special Segments, Please help!
x= 1, 3, 7
Answer:
x=3
Step-by-step explanation:
Secant-Secant Formula:
(whole secant) x (external part) = (whole secant) x (external part)
9*4 = 12*x
36 = 12x
Divide each side by 12
36/12 = 12x/12
3 =x
The Fahrenheit measure of temperature is a function of the Celsius measure. The Fahrenheit measure is 32 more than StartFraction 9 Over 5 EndFraction times the Celsius measure. Which equation best fits the situation? Use g to represent the function. a. x (g) + 32 = StartFraction 9 Over 5 EndFraction (x) b. x (g) = StartFraction 9 Over 5 EndFraction (x) + 32 c. g (x) + 32 = StartFraction 9 Over 5 EndFraction (x) d. g (x) = StartFraction 9 Over 5 EndFraction (x) + 32
Answer:
D. [tex]g(x) = \frac{9}{5}\cdot x + 32[/tex]
Step-by-step explanation:
The mathematical transcription of the statement is:
[tex]g(x) = \frac{9}{5}\cdot x + 32[/tex]
Which corresponds with option D.
Which quadrilateral with side lengths shown will have a perimeter of 25 meters?
5 m, 8 m, 4 m, 7 m
7 m, 7 m, 4 m, 6 m
6 m, 6 m, 6 m, 6 m
8 m, 5 m, 6 m, 6 m
PLZ HELP I WILL BE SO GRATEFULLLLLLL
Answer:
Step-by-step explanation:
8 m, 5 m, 6 m, 6 m
Given the equation of the parabola -36y = x^2 The focus of the parabola is
Jake buys apples buy the pound and they are 24 pounds in one case. Jake wants to order 480 pounds of apples so how may cases does he have to order
Answer:
20
Step-by-step explanation:
24 pounds per case, and Jake wants 480 pounds.
480 ÷ 24 = 20 cases.
James and two friends are going bowling. It costs them six dollars to rent the lane and
three dollars for each game they bowl. In interval form, how many games can they play
if they brought twenty five dollars?
(0,6]
(0,6)
(0,8]
(0,8)
Answer:
answer is c
Step-by-step explanation:
Answer:
(0,8}
Step-by-step explanation:
5(2x + 4) = 50 (Given)
10x + 20 = 50 (Distributive Property)
10x = 30 (?)
x = 3 (Division Property)
Fill in the missing reason for the argument shown.
Answer:
The answer is: D.) subtraction property
Step-by-step explanation:
The missing reason in the algebraic equation is the Subtraction Property of Equality, which involves subtracting the same number from both sides of an equation to maintain equality.
The missing reason for the argument shown is the Subtraction Property of Equality.
When we go from the step 10x + 20 = 50 to 10x = 30, we are subtracting 20 from both sides of the equation. This property states that if you subtract the same number from both sides of an equation, the two sides remain equal.
Therefore, the complete series of steps with their corresponding properties is:
5(2x + 4) = 50 (Given)
10x + 20 = 50 (Distributive Property)
10x = 30 (Subtraction Property of Equality)
x = 3 (Division Property)
Simplify. Express your answer as a single term using exponents. 6689x 6689
Answer:
(6689)^2
Step-by-step explanation:
6689x 6689
There are 2 terms multiplied together and they are identical
a*a = a^2
6689x 6689 = (6689)^2
Mrs. Zimmerman’s students build letter of their names out of wood. Holly builds an H using rectangles with the dimensions shown.
Answer:
you have to show us a clip so that we can see & so that we can help