A wagon is pulled with a force of 80 pounds by a handle that
makes an angle of 20° with the horizontal.
A
What is the horizontal component of the force correct to the
nearest tenth?
27.4
B
75.2
80
20°
C
76.2
D 76.4

Answer:

567 ghbvc. the high but

Step-by-step explanation:

solve accordingly to the picture

hope it helps

Answer:

  (x -14)² +(y -7)² = 1²

Step-by-step explanation:

You want the equation of the circle that represents the border of a logo centered 14 m right and 7 m up from the lower left corner of a soccer field. The logo is 2 m in diameter.

The equation of a circle with center (h, k) and radius r is ...

  (x -h)² +(y -k)² = r²

Since the origin of the coordinate system is the lower left corner of the field, the center is located at (h, k) = (14, 7). The diameter of 2 m means the radius is 1 m. Using these values in the equation, it becomes ...

  (x -14)² +(y -7)² = 1²

The probability that at least 2 students feel like they can do better in their math class is E. 0.9130.

To find the probability that at least 2 students feel like they can do better, we need to calculate P(X >= 2). This can be done using the cumulative distribution function (CDF) of the binomial distribution:

P(X >= 2) = 1 - P(X < 2) = 1 - P(X = 0) - P(X = 1)

Using the binomial probability formula, we can calculate:

P(X = 0) = (5 choose 0) * 0.6^0 * 0.4^5 = 0.01024

P(X = 1) = (5 choose 1) * 0.6^1 * 0.4^4 = 0.07680

Therefore,

P(X >= 2) = 1 - 0.01024 - 0.07680 = 0.91296

Rounding this to four decimal places, we get: 0.9130

Therefore, the answer is option E: 0.9130.

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The solution to this equation, \(ln(2x + 4) = ln(x + 3)\) is  \(x=(-1)\) .

A logarithm is the power to which a number must be raised in order to get some other number .

We have,

\(ln(2x + 4) = ln(x + 3)\)

Now, apply log rules

As we have \((ln)\) on both which will be cancel out,

⇒

    \(2x+4=x+3\)

    \(3x=3-4\)

    \(x=(-1)\)

So, on getting solution to the given equation we get the value of \(x=(-1)\) .

Hence, we can say that the solution to this equation, \(ln(2x + 4) = ln(x + 3)\)  is  \(x=(-1)\) .

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Answer:

6.75

Step-by-step explanation:

Answer:

6.75

Step-by-step explanation:

for the word problem you can use a car example like how many hours and miles. You can also you a drink example.

Answer:

4x² + 24x + 36

Step-by-step explanation:

(2x + 6)² = (2x + 6)(2x + 6) = 4x² + 12x + 12x + 36 = 4x² + 24x + 36

510,000,000 million km²

Let us represent the total surface area of the earth as = x

We are told in the question that:

Water covers 70.8%, or about 3.61 × 10⁸ km², of the Earth's surface.

70.8% = 0.708

Hence,

0.708 × x = 3.61 × 10⁸

x = 3.61 × 10⁸/0.708

x = 361000000/0.708

x = 509,887,005.65km²

Therefore, the total surface are the earth approximately to the nearest million = 510,000,000 million km²

This is the number "510 million"

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

Work Shown:

The times 10⁸ means "times 100 million"

3.61 x 10⁸ = 3.61 * 100 million = 361 million

S = surface area of the earth

70.8% of S = water coverage area

70.8% of S = 361 million square km

0.708S = 361 million square km

S = (361/0.708) million square km

S = 509.887 million square km

S = 510 million square km

S = 510,000,000 square km

Answer:

\(x=\pm \frac{2}{7}i\)

Step-by-step explanation:

\(49x^2+4=0\)

\(49x^2=-4\)

\(x^2=-\frac{4}{49}\)

\(x=\pm \frac{2}{7}i\)

Answer:

,

Step-by-step explanation:

step by step solution is given

Answer:

The answer; – 15

\( - 15 \: \: - 19 = - 34\)

I hope I helped you^_^

Answer:

-15

Step-by-step explanation:

34-19=15

CHECK:

-15-19=-34 (correct, and proven)

If for every amount of $d , $0.20d is tipped, then for amount of $56, $11.6 will be tipped to the waiter

A rate is a special ratio in which the two terms are in different units. For example, if a 12-ounce can of corn costs 69¢, the rate is 69¢ for 12 ounces. This is not a ratio of two like units, such as shirts. This is a ratio of two unlike units: cents and ounces.

If for every $d , $0.20d is tipped, then this means that the total amount spent is $56 and the amount Anthony's family tip the waiter is calculated as:

0.2 × 56

= $11.6

Therefore the waiter was tipped $11.6

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Answer:

A dinner bill of d dollars calls for a tip of 0.20d dollars. You want to find how much the family tipped the waiter for a bill of d=$56.

Evaluate the expression 0.20d for d=56.

0.20d

=

0.20(56)

=

11.2

The family tipped the waiter $11.20.

1. Jada's data set has a mean of 5, Diego's data set has a mean of 6, and Lin's data set has a mean of 4.

2. The data set that has the greatest variability is Lin's data set because it has the highest standard deviation of 3.6.

In Mathematics and Geometry, the mean for this set of data can be calculated by using the following formula:

Mean = [F(x)]/n

Question 1.

In this scenario and exercise, we would determine the mean of the three data sets based on the number of text messages sent by Jada, and Diego, and Lin over 6 days as follows;

Mean number of text for Jada = (4 + 4 + 4 + 6 + 6 + 6)/6

Mean number of text for Jada = 30/6

Mean number of text for Jada = 5.

Mean number of text for Diego = (4 + 5 + 5 + 6 + 8 + 8)/6

Mean number of text for Diego = 36/6

Mean number of text for Diego = 6.

Mean number of text for Lin = (1 + 1 + 2 + 2 + 9 + 9)/6

Mean number of text for Lin = 24/6

Mean number of text for Lin = 4.

Question 2.

In Statistics, variability is a measure of the spread of a data set. Also, we would use standard deviation to determine the variability in each data set as follows;

Standard deviation = √(1/n × ∑(xi - u₁)²)

Standard deviation for Jada = √(1/6 × [(4 - 5)² + (4 - 5)² + (4 - 5)² + (6 - 5)² + (6 - 5)² + (6 - 5)²]

Standard deviation for Jada = √(6/6) = 1

Standard deviation for Diego = √(1/6 × [(4 - 6)² + (5 - 6)² + (5 - 6)² + (6 - 6)² + (8 - 6)² + (8 - 6)²]

Standard deviation for Diego = √(14/6) = 1.53

Standard deviation for Lin = √(1/6 × [(1 - 4)² + (1 - 4)² + (2 - 4)² + (2 - 4)² + (9 - 4)² + (9 - 4)²]

Standard deviation for Lin = √(76/6) = 3.6

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Answer:

Step-by-step explanation:

To derive the differential equation that describes the amount of salt in the tank, we need to use the law of conservation of mass. The rate of change of the amount of salt in the tank is given by the difference between the rate of salt entering the tank and the rate of salt leaving the tank. The rate of salt entering the tank is the product of the concentration of the solution and the flow rate of the solution, while the rate of salt leaving the tank is the product of the concentration of salt in the tank and the flow rate of the draining solution. Therefore, we get:

dy/dt = (0.6 kg/L x 7 L/min) - (y(t)/100 L x 5 L/min)

where y(t) is the amount of salt (in kilograms) in the tank after t minutes.

To find the amount of salt in the tank after 30 minutes, we can solve the differential equation we derived in part 1 using separation of variables:

dy/dt = 4.2 - 0.05y

dy/y - 4.2/0.05 dt = 0

Integrating both sides, we get:

ln|y| - 84t + C = 0

where C is the constant of integration. Solving for C using the initial condition that y(0) = 0, we get:

C = 84 ln(6)

Substituting back, we get:

ln|y| - 84t + 84 ln(6) = 0

ln|y| = 84t - 84 ln(6)

|y| = e^(84t - 84 ln(6))

Since y is the amount of salt, it must be positive, so we take the absolute value off and get:

y = e^(84t - 84 ln(6))

Plugging in t = 30, we get:

y = e^(84(30) - 84 ln(6)) ≈ 37.86 kg

Therefore, there is approximately 37.86 kg of salt in the tank after 30 minutes.

Answer:

Step-by-step explanation:

6x² - 10x + 21x - 35 = 6x² + 11x - 35

6x² - 6x² + 11x - 11x - 35 + 35 = 0

0 = 0

The equation is an identity. Its solution set is {all real numbers}.

Hello!

The distance, d, is less than 200 miles.

B. d > 200

Answer:

Below

Step-by-step explanation:

From the image below you can see that

90 F  + 60 L   = 160 miles

and given F + L = 2 hours       re arrange to  F = 2 - L  

                                      and substitute this "F" into the first equation

90 (2-L )  + 60 L = 160           Solve for L

180  - 90 L     + 60 L     = 160

180 - 30 L = 160

- 30 L = -20

L = 2/3 hr       then   F = 1  1/3  hr       ( because they add to '2' )

Answer:

yes the last person is correct

Step-by-step explanation:

given that m is parallel to n,

the angle opposite (2x + 16)° is also (2x + 16)° as vertically opposite angles are equal.

using the corresponding angle rule we know that:

2x + 16 = 96

2x = 80

so x = 40

Using double angle identity, we are able to prove tan(x)(1 + cos(2x)) = sin(2x).

To prove the identity tan(x)(1 + cos(2x)) = sin(2x), we can start by using trigonometric identities to simplify both sides of the equation.

Starting with the left-hand side (LHS):

tan(x)(1 + cos(2x))

We know that tan(x) = sin(x) / cos(x) and that cos(2x) = cos²(x) - sin²(x). Substituting these values, we get:

LHS = (sin(x) / cos(x))(1 + cos²(x) - sin²(x))

Next, we can simplify the expression by expanding and combining like terms:

LHS = sin(x) / cos(x) + sin(x)cos²(x) / cos(x) - sin³(x) / cos(x)

Simplifying further:

LHS = sin(x) / cos(x) + sin(x)cos(x) - sin³(x) / cos(x)

Now, let's work on the right-hand side (RHS):

sin(2x)

Using the double angle identity for sine, sin(2x) = 2sin(x)cos(x).

Now, let's compare the LHS and RHS expressions:

LHS = sin(x) / cos(x) + sin(x)cos(x) - sin³(x) / cos(x)

RHS = 2sin(x)cos(x)

To prove the identity, we need to show that the LHS expression is equal to the RHS expression. We can combine the terms on the LHS to get a common denominator:

LHS = [sin(x) - sin³(x) + sin(x)cos²(x)] / cos(x)

Now, using the identity sin²(x) = 1 - cos²(x), we can rewrite the numerator:

LHS = [sin(x) - sin³(x) + sin(x)(1 - sin²(x))] / cos(x)

    = [sin(x) - sin³(x) + sin(x) - sin³(x)] / cos(x)

    = 2sin(x) - 2sin³(x) / cos(x)

Now, using the identity 2sin(x) = sin(2x), we can simplify further:

LHS = sin(2x) - 2sin³(x) / cos(x)

Comparing this with the RHS expression, we see that LHS = RHS, proving the identity.

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Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

C

it's the set that will add to 180°

36° + 42° + 102° = 180°

Answer:

Step-by-step explanation:

This is because here,

36° + 42° + 102° = 180°

Hence, a triangle can be made.

Answer:

According to theorem 7.5

Π ABB'A' ≅ Π DEE'D'  

therefore by transitivity of equivalence  it is proven that triangle ABC and triangle DEF are triangles with equal defects and a pair of congruent sides

Step-by-step explanation:

To prove that triangle ABC and triangle DEF are triangles with equal defects and a pair of congruent sides :

Assume:  б(Δ ABC ) =  б(Δ DEF ) and also AB ≅ DE

let Π ABB'A' and DEE'D' be taken as the saccheri quadrilaterals that corresponds to Δ ABC and Δ DEF  respectively

Following the Lemma above; б(Π ABB'A' ) = б( Π DEE'D' ) given that

AB = summit of ABB'A' and DE = summit of DEE'D'  also  AB ≅ DE

According to theorem 7.5

Π ABB'A' ≅ Π DEE'D'  

therefore by transitivity of equivalence  it is proven that triangle ABC and triangle DEF are triangles with equal defects and a pair of congruent sides

Answer: 847

Step-by-step explanation:

Hopefully this helped!

Answer:

-2 -4 -6 -8

Step-by-step explanation:

I got the answer off of khan academy

Therefore, 1/2 cup of oil is required for every cup of water.

A number that connects a component to a whole is a proportion. For instance, there are 100 students in the school with 20 males and 80 women. The percentage of men is 20/100, or 20%. 80 out of 100, or 80%, are women.

According to the recipe, for every 2/3 cup of water, 1/4 cup of oil is needed. We can write this ratio as:

1/4 cup oil : 2/3 cup water

To find how much oil is needed per cup of water, we can set up a proportion and solve for the missing value:

1/4 cup oil : 2/3 cup water = x cups oil : 1 cup water

Cross-multiplying, we get:

1/4 cup oil * 1 cup water = 2/3 cup water * x cups oil

Simplifying, we get:

1/4 = 2/3 * x

Dividing both sides by 2/3, we get:

x = 1/2

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The equations that represent the relationship between the two angles is:

x = 2(y + z) - 60

x = 2z + 20

We are given the parameters as:

x is the largest angle.

y is the next largest angle

z is the smallest angle.

The measure of the largest angle is 60 degrees less than the twice the sum of the measure of the other two angles. Thus:

x = 2(y + z) - 60

The largest angle is twice the smaller angle plus 20 degrees. Thus:

x = 2z + 20

x + y + z = 180

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