Answers
The point that lies on the graph y = tanx is ([tex]\frac{4\pi }{3},\sqrt{3}[/tex]),([tex]\frac{\pi }{3},\sqrt{3}[/tex])
What is coordinate plane ?Two number lines combine to form a two-dimensional surface known as a coordinate plane. It is created when the origin, a point where the X- and Y-axes coincide, is crossed by a horizontal line. Points are located using the numbers on a coordinate grid. You can graph points, lines, and many other things using a coordinate plane. It serves as a map and provides clear directions between two points.The following is a definition of a coordinate plane: The intersection of the Y-axis, a vertical line, and the X-axis, a horizontal line, creates a coordinate plane, also referred to as a rectangular coordinate plane grid.
The point that lies on the graph y = tanx is ([tex]\frac{4\pi }{3},\sqrt{3}[/tex]),([tex]\frac{\pi }{3},\sqrt{3}[/tex])
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Related Questions
A forest fire leaves behind an area of grass burned in an expanding circular
pattern. If the radius of the circle of burning grass is increasing with time
according to the formula r(t) = 2t + 1, express the area burned as a function of
time.
Answers
The function of the area of the forest in terms of time is A(t) = π(2t + 1)²
How to determine the area function?The given parameters are
Radius function, r(t) = 2t + 1
From the question, we understand that:
The pattern is circular
The area of a circle is
A = πr²
Express as a function
A(r) = πr²
Substitute r(t) = 2t + 1
A(t) = π(2t + 1)²
Hence, the area function in terms of time is A(t) = π(2t + 1)²
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Imagine you were a dairy products processor planning for production in 2001. Describe how you would allocate the milk you buy, in terms of bottling whole milk and 0–1% fat milk.
Answers
With the full question now given (see attached image), I would allocate equal resources to Whole Milk and 0-1% fat milk. This exercise is about the Allocation of Resources in a free economy with the help of market trends. See further explanation below.
What is the Allocation of Resources?The allocation of available resources to diverse purposes is referred to as resource allocation in economics. In the framework of a whole economy, resources can be distributed through a variety of mechanisms, including markets and planning.
Note that in the attached graph, the demand for Whole Milk has been falling while the demand for 0-1% fat is dropping. While the reasons for this trend is beyond the scope of this exercise, suffice it to say that it is reasonably expected that the consumption data in 2001 will most likely be equal to each other.
1980 to 1985 the movement in 0-1% fat milk was negligible but it shot up the next 5 year period.
It is logical to expect that this pattern will reoccur since the demeand has been stable for the last 10 years (hence a reoccurring pattern).
On the other hand, every 5 years, the demand (consumption) for Whole Milk has consistently dropped. Hence the reason for the decision.
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How did the capture of the forts at Vincennes, Kaskaskia and Cahokia help end the war? A) It helped the Americans control the Ohio Valley. B) It helped the Americans control the Appalachian Mountains. C) It helped the Americans control the Mississippi Delta. D) It helped the Americans control Virginia.
Answers
The capture of the forts at Vincennes, Kaskaskia and Cahokia help end the war because it helped the Americans control the Appalachian Mountains.
What was the Siege of Fort Vincennes?It was the War frontier battle that was fought in present-day Vincennes in which the Indiana won by the militia led by George Rogers Clark over a British garrison led by Henry Hamilton.
What was the Siege of Fort Kaskaskia?The battle happened on 1778 where George Rogers Clark & his men reached Kaskaskia, seized it from the British men and bringing the colonies' battle for independence to the western edge of British territory in North America.
What was the Siege of Fort Cahokia?It was one of the battle that happened in the West as the leader of the secret expeditionary forces captured Kaskaskia, Cahokia and Vincennes in 1778 to 1779.
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Macy's offers a shirt at the price $300. Then one week later, they offer the shirt at 25% off. The shirt still doesn't sell, so after another week, Macy's reduces its new price by an additional 40% off. How much does the shirt cost now?
Answers
The new cost of the shirt is $135
The new cost of the shirt can be calculated as follows ?Macy's offer a shirt at the cost of $300
One week later, they offer 25% off
25/100 × 300
0.25 × 300
= 75
300-75
= 225
The next week it was reduced by an additional 40% off
40/100 × 225
= 0.4 × 225
= 90
225-90
= 135
Hence Macy's new shirt costs $135
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Which of the following expressions illustrates how you can use the
associative property of addition to solve 13+6.2+5.8 more simply?
a. 13+5.8+6.2
b. (13+6.2)+5.8
c. 13+(6.2+5.8)
d. (13+6.2)+(13+5.8)
Answers
Answer:
c.
Step-by-step explanation:
13+6.2+5.8
= 13+(6.2+5.8)
- the sum in the parentheses is easy to calculate (it = 12).
Find the measure of the angle indicated. Round to the nearest tenth. Make sure that your calculator mode is degrees
Answers
Answer:
The correct answer is c, 24.2°.
Step-by-step explanation:
[tex] { \tan}^{ - 1} ( \frac{7.2}{16}) = 24.2 [/tex]
Find the first 5 terms of the sequence given the nth term.
1. an=2n^2+5n-10
2. an=3n+4/n^2+5
Answers
Part 1: The first five terms of the sequence are -1, 16, 69, 266, 1039
Part 2: The first five terms of the sequence are 12, 12, 130/9, 69/4, 126
Part 1:
For finding the first five terms we will substitute values in n from 1,2,3,4 and 5
an = 2n^2 + 5n-10
a1 = 2(1)^2 + 5(1)-10
=4+5-10 = -1
So, the first term is -1
a2 = 2(2)^2+5(2)-10
= 16+10-10 =16
The second term is 16
a3 = 2(3)^2+5(3)-10
=64+15-10
=69
The third term is 69
a4 = 2(4)^2+5(4)-10
=256+20-10
=266
The fourth term is 266
a5 = 2(5)^2+5(5)-10
= 1024+25-10
= 1039
The fifth term is 1039
Part 2:
an = 3n+4/n^2+5
a1 = 3(1)+4/1^2+5
= 3+4+5
= 12
The first term is 12
a2 = 3(2)+4/2^2+5
= 6+1+5
= 12
The second term is 12
a3 = 3(3)+4/3^2+5
= 9+4/9+5
= 81+4+45/9
=130/9
The third term is 130/9
a4 = 3(4)+4/4^2+5
= 12+4/16+5
=17+1/4
=69/4
The fourth term is 69/4
a5 = 3(5)+4/5^2+5
= 15+4/25+5
=20+4/25
=504/4
= 126
The fifth term is 126
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Is any real number exactly 2 more than its cube?
Answers
Answer: Yes
Step-by-step explanation: The real number, which most exceeds its cube, is A 21
Find the value of x.
Answers
step by step
Hope this helps
If Rebekah can run 6 miles every 60 minutes, how
many miles can she run in 50 minutes?
Answers
Answer:
5 miles in 50 minutes
50 divided by 10 = 5.
So the answer is 5 miles
f(x) = -4/3 (-x+5)^3 +12
Answers
X Y
3 1.333
4 10.667
5 12
6 13.333
8 48
Umm.. Could someone answer this question pls...?
Find the value of v if 4(2v-1)=28
Answers
Answer:
v = 4
Step-by-step explanation:
4(2v - 1) = 28
4(2v - 1)/4 = 28/4
2v - 1 = 7
2v - 1 + 1 = 7 + 1
2v = 8
2v/2 = 8/2
v = 4
What is the product of 83 and 4.5 \times 10^64.5×10
6
expressed in scientific notation?
Answers
The product of 83 and 4.5 \times 10^64.5×106 is expressed in scientific notation is 830*10^-12.
What is scientific notation?Scientific notation can be described as the representation of the large numbers or very small numbers in the standard form which can be seen in the final answer of this question , it do make the handling of numbers to be easier when making a calculation.
From the question, we are asked for the product of 83 and 4.5 \times 10^64.5×10^6,
Then we can multiply 10^6 * 4.5×10^6 which is (4.5*10^11)
Then 4.5/(4.5*10^11) = 10 *10^-12
Then we can found the product expression as (83* 10 *10^-12) = 830*10^-12.
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A z-score less than -2 or greater than 2 is considered unusual in a normal curve. Assuming that the data collected form normal distributions, what would data that is outside the [-2,2] range mean?
Answers
The data points from the set of collected that are outside the [-2, 2] range means that the data is an outlier or unusual data
What is a z–score?The z–score also known as standard score is the number of standard deviation a score is differs from the mean or average score
The z–score is given by the formula;
[tex]Z = \frac{x - \mu}{ \sigma} [/tex]
The Z–Score is therefore, the number of standard deviations, a data point, x is far from the mean, [tex] \mu [/tex]
The standard deviation, [tex] \sigma [/tex], is given by the formula;
[tex] \sigma = \sqrt{ \frac{ \sum {( x_{i} - \mu)}^{2} }{N} } [/tex]
As the value of [tex] \sigma [/tex] increases, the variability increases, and the Z–Score decreases, such that a Z–Score of less than -2 or greater than 2 are unusual.
From the z–score calculator, the probability that a data point has a z–score of less than -2 or more than 2 is 0.02275
Such a data point can be taken as an outlier
Therefore, data that is outside the [-2, 2] range is an unusual (outlier) data
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A dolphin swims at a depth of 13.5 meters below sea level while a seagull flies 10 meters above sea level. How far apart are they? Write and evaluate an expression to answer this question.
Answers
10-(-13.5)= 23.5
Write an augmented matrix for the following system of equations and give its size.- 8x + 3y = 1 4x - 7y = 4What is the augmented matrix?
Answers
SOLUTION:
The equation is;
[tex]\begin{gathered} -8x+3y=1 \\ \text{ }4x-7y=4 \end{gathered}[/tex]Writing in matrix form, we have;
[tex]\begin{bmatrix}{-8} & {3} \\ {4} & {-7}\end{bmatrix}\begin{bmatrix}{x} & {} \\ {y} & {}\end{bmatrix}=\begin{bmatrix}{1} & {} \\ {4} & {}\end{bmatrix}[/tex]The augmented matrix is thus;
[tex]\begin{bmatrix}{-8} & {3} & |{\text{ }1} \\ {4} & {-7} & |{\text{ }4} \\ {} & {} & \end{bmatrix}[/tex]Please help I’ll mark you as brainliest if correct!!
Answers
Answer:
a = 22, b = 6, c = 14, d = 8
Step-by-step explanation:
sum the elements in the leading diagonal , that is
7 + 15 + 23 = 45
then all other rows and columns and the other diagonal total 45
top row
7 + a + 16 = 45
23 + a = 45 ( subtract 23 from both sides )
a = 22
middle row
24 + 15 + b = 45
39 + b = 45 ( subtract 39 from both sides )
b = 6
left column
7 + 24 + c = 45
31 + c = 45 ( subtract 31 from both sides )
c = 14
bottom row
c + d + 23 = 45 , that is
14 + d + 23 = 45
37 + d = 45 ( subtract 37 from both sides )
d = 8
There are 16 boys and 12 girls in the running club. What is the ratio of girls to boys?
3:4
16:12
4:3
12:16
Answers
Answer:
4:3
Step-by-step explanation:
it will be 16:12 and when you divide both by 3 it will be 4:3
I need help i dont understand this
Answers
Answer:
oh god what da heck is this math :')
Step-by-step explanation:
Kira and her mom want to make matching pairs of polka-dotted pajama pants. So, they go to the craft store to pick out fabric. Kira needs 4 feet of fabric for her pajamas, and her mom needs 6 feet of fabric. But, the store only sells fabric by the yard. If they buy 4 yards of fabric, how many feet will be left over?
Answers
Answer:
2
Step-by-step explanation:
One yard = 3 feet
4+6 =10
4 times 3 is 12
12 - 10 = 2
Maximize:
z= 6x +12y
subject to: 4x + 5y ≤20
8x + y ≤ 20
x≥0, y 20
Answers
Answer:
48
Step-by-step explanation:
Given:
[tex]\textsf{Maximize}: \quad z=6x+12y[/tex]
[tex]\begin{aligned}&\textsf{Subject to}: \quad &4x+5y & \leq 20\\&&8x+y &\leq 20\\&&x\geq 0, y&\geq 0\end{aligned}[/tex]
Graph the lines:
[tex]\textsf{Draw the line } \;\;4x+5y=20 \;\;\textsf{and shade under the line}.[/tex]
[tex]\textsf{Draw the line } \;\;8x+y=20 \;\;\textsf{and shade under the line}.[/tex]
[tex]\textsf{Draw the line } \;\;x=0\;\;\textsf{and shade above the line}.[/tex]
[tex]\textsf{Draw the line } \;\;y=0\;\;\textsf{and shade above (to the right of) the line}.[/tex]
Therefore, the feasible region is bounded by the corner points:
A = (0, 0)B = (0, 4)C = (⁵/₂, 0)D = (²⁰/₉, ²⁰/₉)Determine the value of z at the corner points by substituting the x and y values of the points into the equation for z:
[tex]\textsf{Value of $z$ at $A(0,0)$}: \quad 6(0)+12(0)=0[/tex]
[tex]\textsf{Value of $z$ at $B(0,4)$}: \quad 6(0)+12(4)=48[/tex]
[tex]\textsf{Value of $z$ at $C\left(\dfrac{5}{2},0\right)$}: \quad 6\left(\dfrac{5}{2}\right)+12(0)=15[/tex]
[tex]\textsf{Value of $z$ at $D\left(\dfrac{20}{9},\dfrac{20}{9}\right)$}: \quad 6\left(\dfrac{20}{9}\right)+12\left(\dfrac{20}{9}\right)=40[/tex]
Hence, the maximum value of z is 48 at B(0, 4).
Im trying to finish this problem and couldn’t figure it out
Answers
Answer: Option A. 18.2
Explanation:
Step 1. The two polygons are similar. To find the length of BC, we will first identify the corresponding sides of the polygon, which are shown here in the same color:
Step 2. There must be a proportion between corresponding sides:
[tex]\frac{AB}{PQ}=\frac{BC}{RQ}=\frac{CD}{RS}[/tex]In this case, using only the first and second part of the proportion:
[tex]\begin{gathered} \begin{equation*} \frac{AB}{PQ}=\frac{BC}{RQ} \end{equation*} \\ \downarrow\downarrow \\ \frac{6.5}{10}=\frac{BC}{28} \end{gathered}[/tex]Step 3. From the last equation, we can solve to find BC. Move 28 to multiply on the left-hand side of the equation:
[tex]\frac{6.5}{10}\times28=BC[/tex]Solving the operations:
[tex]\begin{gathered} 0.65\times28=BC \\ 18.2=BC \end{gathered}[/tex]The length of BC is 18.2. This result is shown in option A.
Answer: Option A. 18.2
Is 6c + 5 an odd integer?
Answers
Yes, because 6 c+5=2(3 c+2)+1 and 3 c+2 is an integer. Option A
This is further explained below.
What is Integer?Generally, A natural number that is either positive or negative expressed as an integer, or the number zero itself are all examples of integers.
The additive inverses of the positive numbers that they relate to are represented by the negative numbers.
In conclusion, Because 6c+5=2(3c+2)+1 and 3c+2 is an integer, the answer to this question is yes.
is correct, Integer
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CQ
[tex](b) Is\ $6 c+5$ \an \odd \integer?\\\\Yes, because $6 c+5=2(3 c+2)+1$ and $3 c+2$ is \ an \ integer.\\\\Yes, because $6 c+5=2(3 c+2)$ and $3 c+2$ is \ an integer.\\\\No, because $6 c+5=2(3 c+2)+1$ and $3 c+2$ is an integer.\\\\No, because $6 c+5=2(3 c+2)$ and $3 c+2$ is an integer.[/tex]
Write an equation of the line through the points (2,1) and (1,4). Write the equation in slope-intercept form.
The equation of the line through the points (2,1) and (1.4) is
(Simplify your answer. Use integers or fractions for any numbers in the equation.)
Answers
The equation of line in slope-intercept form is found as y = -3x + 7.
What is meant by slope-intercept form?The slope-intercept part of a line is a method for writing a line's equation so that the slope and y-intercept are easily recognizable. The slope of the line is its steepness, as well as the y-intercept is where the line intersects the y-axis.For the given question;
The two passing point of the line are;
(x1, y1) = (2,1)
(x2, y2) = (1,4)
Slope = m = (y2 - y1)/(x2 - x1)
Put the values.
m = (4 - 1)/(1 - 2)
m = -3
Then, the equation of the line in slope intercept form is found using two point equation.
y - y1 = m(x - x1)
y - 1 = -3(x - 2)
Simplifying,
y = -3x + 7
-3 is the slope and 7 is the y intercept.
Thus, the equation of line in slope-intercept form is found as y = -3x + 7.
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whats the explicit equation for r=3; f ( 1 ) = 1
Answers
The geometric sequence has an explicit equation of f(n) = 3^(n - 1)
How to determine the explicit equation of the function?The given parameters are
r = 3
f(1) = 1
The above means that we have the following parameters:
Type of sequence: Geometric sequenceFirst term: f(1) = 1Common ratio: r = 3The explicit equation of the geometric sequence is represented as
f(n) = f(1) * r^(n - 1)
Substitute the known values in the above equation
So, we have the following equation
f(n) = 1 * 3^(n - 1)
Evaluate the products
So, we have the following equation
f(n) = 3^(n - 1)
Hence, the explicit equation of the function is f(n) = 3^(n - 1)
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[tex] \rm \int_{0}^{1} \sqrt{ \frac{2 - {x}^{2} }{1 - {x}^{2} } } dx \\ [/tex]
Answers
Substitute [tex]x=\sin(t)[/tex] and [tex]dx=\cos(t)\,dt[/tex], and recall the definition of the elliptic integral of the second kind,
[tex]\displaystyle E(k) = \int_0^{\pi/2} \sqrt{1 - k^2 \sin^2(\theta)} \, d\theta[/tex]
Then the integral has a value of
[tex]\displaystyle \int_0^1 \sqrt{\frac{2-x^2}{1-x^2}} \, dx = \int_0^{\pi/2} \sqrt{2-\sin^2(t)} \, dt \\\\ ~~~~~~~~~~~~~~~~~~~~~ = \sqrt2 \int_0^{\pi/2} \sqrt{1 - \frac12 \sin^2(t)} \, dt \\\\ ~~~~~~~~~~~~~~~~~~~~~= \boxed{\sqrt2 E\left(\frac1{\sqrt2}\right)}[/tex]
The table shows values for f and g. What is [tex]lim_{x-2} (2f(x)-3g(x))[/tex]?
[tex]\left[\begin{array}{ccc}f(2)=4&g(2)=4&\\lim_{x-2}f(x)=1 &lim_{x-2}g(x)=3 &\\\end{array}\right][/tex]
Answers
Good luck
If a new truck is valued at $19,700, what will its value be in 1 year if it depreciates 14.4 % each year?
Answers
depreciated value of truck after 1year is $16863.2
WHAT IS PERCENTAGE ?% is a relative number that is used to represent hundredths of any quantity. Since one percent (1%) equals one tenth of something, 100 percent denotes the entire amount, and 200 percent denotes twice the amount mentioned.
CALCULATIONnew truck valued depreciates 14.4% then
if old truck value be 100 % , depreciated value will be 85.6 %
so depreciated value will be = 19700* 85.6 /100
= $16863.2
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PLEASE HELP NEED ANSWER
DO NOT ANSWER IF YOU DONT KNOW
If l is paralell to m solve for x and y
Answers
The given parallel lines have a transversal which passes through them.
Hence from the property of parallel lines we found the values of x and y as 16 and 10 respectively.
Given that two parallel lines are intersected by a transversal, pair of angles are created, such as:
angles that are vertically opposing and equal.
the related angle pairs that are equivalent.
the equal pairs of opposite exterior angles.
the opposite interior angle pairs that are equal.
From the diagram we have the alternate exterior angles which are equal.
Therefore, alternate angle 1 = (8x-14)°
and alternate exterior angle 2 = (5x+34)°
now equate them,
(8x-14)° = (5x+34)°
8x-14=5x+34
8x-5x=34+14
3x=48
x=48/3
x=16
now substitute x value in angle 1:
8(16)-14
= 114°
therefore angle 1 = 180°-114°
= 66°
Hence (5y+16)° = 66
5y = 66-16
5y = 50
y = 50/5
y = 10
Therefore we get the values of x and y as 16 and 10 respectively.
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What type of linear equation is X +1 equals X +1?
Answers
The given equation is 1-degree linear equation in one variable.
What is linear equation?
A linear equation is one that may be written as a1x1+a2x2+......+anxn in mathematics, where a1, a2,...., an are the coefficients, which are frequently real integers. The coefficients, which may be any expressions as long as they don't contain any of the variables, can be thought of as the equation's parameters. The coefficients a1 to a must not all be 0 in order for the equation to have any sense. An alternative method for creating a linear equation is to equalize a linear polynomial over a field, from which the coefficients are drawn, to zero. The numbers that, when used to replace the unknowns in such an equation, result in the equality, are the solutions.
x+1 = x+1 is a 1-degree linear equation in one variable (x).
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