Determine whether the statement can be assumed from the given figure.

Yes/no

Share/do not share

Answer:

44.38%

Step-by-step explanation:

Becuase of 365 days a year, 162 out of 365 is 44.38% meaning that if he would selwcted a fay the probability would be 44.38% chance.

The number of ways in which three digits can be written is 720 ways.

The number of ways in which 3 letters can be written is 15600.

From the information, the subject identification numbers in a certain scientific research project consist of two digits followed by four letters and then two more digits.

The ways in which three digits can be written will be:.

= 10P 3

= 10! / (10-3)!

= 10 × 9 × 8

= 720 ways

The number of ways in which 3 letters can be written will be:

= 26P3

= 26! / ( 26 - 3)!

= 26! / 23!

= 26 × 25 × 24

= 15600

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Find the number line that dotted only the numbers 5,- 2, 1, -4, which is clearly the last option.

Answer: B

Step-by-step explanation: i got it because i

The answer to the given question is option A that is only the first equation is an identity.

Trigonometric Identities are equality statements that hold true for all values of the variables in the equation and that use trigonometry functions.

There are numerous distinctive trigonometric identities that relate a triangle's side length and angle. Only the right-angle triangle is consistent with the trigonometric identities.

Sin θ = 1/Csc θ or Csc θ = 1/Sin θ

Cos θ = 1/Sec θ or Sec θ = 1/Cos θ

Tan θ = 1/Cot θ or Cot θ = 1/Tan θ

1) LHS : 8 sec θ sin θ = 8 X 1/ cos θ X sin θ = 8 tan θ

RHS : 8 X sin^2 θ/ cos^2θ X cosθ / sin θ = 8 tan θ

Thus LHS = RHS and it is given above so 1st equation is an identity.

2) LHS:  11 X cot^2 θ/ cosec θ X sec^2 θ = 11 cos^2θ /sin θ

and RHS : 11 cosec^2 θ

since LHS ≠ RHS because the second equation us not an identity.

thus the correct option is A that is Only the first equation is an identity.

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[tex](\stackrel{x_1}{0}~,~\stackrel{y_1}{9})\hspace{10em} \stackrel{slope}{m} ~=~ \cfrac{1}{5} \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{9}=\stackrel{m}{ \cfrac{1}{5}}(x-\stackrel{x_1}{0})\implies {\Large \begin{array}{llll} y=\cfrac{1}{5}x+9 \end{array}}[/tex]

Answer:

x=12

Step-by-step explanation:

Volume of the aquarium is 27 [tex]s^{3}[/tex]

The total number of cubic units that a cube totally fills up is referred to as its volume. An object with six square faces that is three dimensional is called a cube. The amount of space an object takes up in total is known as its volume. Space would be taken up by an object having a larger volume.

Depending on the inputted inputs, many formulas can be used to determine the volume of any cube. You may figure it out by measuring the diagonal of the cube or its sides.

Given that : Carlos bought a cube shaped aquarium with side 3s

As the aquarium have cube shape so the volume will be

Volume of cube is V =[tex]a^{3}[/tex]

a = 3

V = 27 [tex]s^{3}[/tex]

Hence ,Volume of the aquarium is 27 [tex]s^{3}[/tex]

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The value of the variable 'A' which is a consecutive digit in the card is: 6

What is consecutive digits?

In mathematics, the consecutive digits are those digits whose difference between the two terms are constant. And the pattern of the terms should be continuous. It is used for the calculation based problems.

According to the question, the given data states that the 14 digits of a credit card has sum of the three consecutive digits is 18.

Therefore, at the end the blank box between 8 and 4 can be written as:

8 + m + 4 = 18 ⇒ m = 18 - 12 = 6 ⇒ m =6

Now, the pattern for the last three digits be: 864.

The pattern is repeating and the whole IN  number is 64864864864864.

Hence, the value of the variable 'A' which is a consecutive digit in the card is: 6

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Answer:

????

Step-by-step explanation:

Explanation:

y% of some value, x:

Convert y to a decimal by dividing y by 100.

Then multiply that decimal value to x.

The operation of forming Cartesian products is not commutative because part of the definition of a Cartesian product is the order of the elements generated by the two sets.

==========================================================

Explanation:

Let's go over an example. We'll have these two sets

A = {1,2}

B = {3,4}

The cartesian product is this set of ordered pairs

A x B= {(1,3), (1,4), (2,3), (2,4)}

Each (x,y) pair has x as a value from the first set mentioned (A), and y a value from the second set mentioned (B). It might help to make a 2 by 2 table.

If we swap the order of set A and B then we have

B x A = {(3,1), (4,1), (3,2), (4,2)}

We can see that A x B does not equal B x A in this case. Therefore, the cartesian product operation is not commutative. The order matters.

Side note: Two sets are equal when they are subsets of each other.

Answer:

43

Step-by-step explanation:

Answer:

The triangle shown is an isosceles triangle. It has two equal sides and the base angels are equal.

5x - 7 = 8x - 55

3x = 48

x = 16

When the polynomial is divided by the linear expression we get the quotient k² -5k +8 and the remainder -8.

Polynomials are used in many areas of mathematics. For example, they are used in arithmetic and mathematical methods to approximate other functions. They are also used to describe linear combinations, which are encountered in a variety of situations, from basic physics and biology to economics and science.

From straightforward word problems to intricate scientific conundrums, polynomial equations are utilised to represent a wide range of topics. Algebraic varieties and polynomial rings, two essential concepts in algebra and computational geometry, are constructed in mathematics using harmonics.

The simplest way to do the long division is:

[tex]\begin{array}{r}k^2-5k+8\phantom{)} \\x+5{\overline{\smash{\big)}\,k^3-17k+32\phantom{)}}}\\\underline{-~\phantom{(}(k^3+5k^2)\phantom{-b)}}\\-5k^2-17k+32\phantom{)}\\\underline{-~\phantom{()}(-5k^2-25k+40)}\\ -8\phantom{)}\end{array}[/tex]

Hence the division will give quotient quotient k² -5k +8 and the remainder -8.

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Answer:

56

Step-by-step explanation:

[tex]\binom{8}{3}=\frac{8!}{5!3!}=56[/tex]

Answer:  9 boys

Reason:

The multiples of 13 are

13, 26, 39, 52, ...

We only need to focus on the first two since they are smaller than 35

So we focus on 13 and 26

The second option has more girls than boys, so that must mean there are 26 girls and 9 boys.

Answer:

2x (2x³ + 1)

Step-by-step explanation:

To get the answer factor 2x^1 / 2x of ( 4x^4 + 2x )

When you factor an expression, you are looking for a number which can perfectly divide into another number.

Remember that the numerical timetable states that (2 x 2 = 4).

And we already know that (2 divided by 4 = 2), as well as, that any rational number divided by itself is equal to 1

Therefore the value 2x is divisible by itself and is also divisible by 4x^4 exactly two times

Note: the reason why (4x^4 ÷ 2x ) becomes (2x³), is that you have to subtract the exponents of each term from each other after you finish dividing.  So ( X^4 - X^1 = X^3) -

Always remember that any term in a polynomial expression which doesn't have a visible power attached to it is already at the first power

y4 - 9y3 +4

Step-by-step explanation:

solo tienes que ordenarlo de mayor a menor de las variables

Answer:

12 and 8; 16 and 6; 24 and 4

Step-by-step explanation:

In still air, the rate of the jet is Distance traveled/ time taken

With the jetstream, the rate of jetstream is

The length of one side of the poster, when the area of a square poster is 31 square inches is

Part A = 6 inch (To the nearest whole of an inch)

Part B = 5.6 Inch (To the nearest tenth of an inch)

As given in the question,

Area of square poster = 31 sq. inches

Let 'l' be the length of the square poster

Now according to formula

Area of square poster = Length * Length

Substitute the values in the formula we get,

31 = l × l

⇒ l² = 31

⇒ l = √31

⇒ l = 5.568

Length = 5.568

Hence, the length of one side of the poster, when the area of a square poster is 31 square inches is

Part A = 6 inch (To the nearest whole of an inch)

Part B = 5.6 Inch (To the nearest tenth of an inch)

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Answer:

======================

Convert the mixed fractions into decimal and find the sum as follows:

An estimate of the quotient is in improper fraction [tex]\frac{133}{60}[/tex]. An estimate of the quotient is in mixed fraction [tex]2 \frac{13}{60}$$[/tex]

[tex]6 \frac{1}{3} \div 2 \frac{6}{7}$$[/tex]

Convert mixed numbers to improper fractions: [tex]$\quad 6 \frac{1}{3}=\frac{19}{3}$[/tex]

[tex]=\frac{19}{3} \div 2 \frac{6}{7}$$[/tex]

Convert mixed numbers to improper fractions: [tex]$2 \frac{6}{7}=\frac{20}{7}[/tex]

[tex]$=\frac{19}{3} \div \frac{20}{7}$[/tex]

Apply the fraction rule: [tex]$\frac{a}{b} \div \frac{c}{d}=\frac{a}{b} \times \frac{d}{c}$[/tex]

[tex]=\frac{19}{3} \times \frac{7}{20}$$[/tex]

Multiply fractions: [tex]$\frac{a}{b} \times \frac{c}{d}=\frac{a \times c}{b \times d}$[/tex]

[tex]=\frac{19 \times 7}{3 \times 20}$$[/tex]

Multiply fractions:[tex]\frac{a}{b} \times \frac{c}{d}=\frac{a \times c}{b \times d}$[/tex]

[tex]=\frac{19 \times 7}{3 \times 20}$$[/tex]

Multiply the numbers: [tex]$19 \times 7=133$[/tex]

[tex]=\frac{133}{3 \times 20}$$[/tex]

Multiply the numbers: [tex]$3 \times 20=60$[/tex]

[tex]=\frac{133}{60}$$[/tex]

Convert improper fractions to mixed numbers: [tex]$\frac{133}{60}=2 \frac{13}{60}$[/tex]

[tex]=2 \frac{13}{60}$$[/tex]

When it comes to adding Mixed or Improper fractions, we can have either the same denominators for both the fractions to be added or the denominators can differ too.

A mixed fraction is one that is represented by both its quotient and remainder. A mixed fraction is, for instance, 2 1/3, where 2 is the quotient and 1 is the remainder. An amalgam of a whole number and a legal fraction is a mixed fraction.

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Answer: x=4

Step-by-step explanation:

First find the smallest x which would be 5x and subtract that from the 9x. So now it should be 4x-4=12. Then, move 4 and add that to the twelve which should now be 4x=16. Then, divide it by four and you get x=4.

Answer:

x = 4

Step-by-step explanation:

We start from

9x - 4 = 5x + 12

We move the "5x" to the left side of the "=" sign by changing it's sign from 5x which can be seen as +5x to -5x

9x - 4 - 5x = 12

Now we move the "4" to the right side of the "=" sign by applying the same principle as above, so -4 turns to +4

9x - 5x = 12 + 4

We than solve the subtraction and addition

4x = 16

Then we divide both sides of the equation by 4 and we get

x = 4

From the graph we can conclude:

The function is increasing for the following interval:

Answer:

(-∞,0), (2,∞)