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Find x:

Answer:

3/5

Step-by-step explanation:

cos X = Adjacent/Hypotenuse

cos X = 30/50

= 3/5

Answer:

Answer 3/5

Step-by-step explanation:

cos(X)=XY/XZ=30/50=3/5

Answer:

No, because 6² + 8² ≠ 12²

Step-by-step explanation:

In a right angled triangle,

Perpendicular² + Base² = Hypotenuse² (pythagoras theorem)

But in the given triangle; 6² + 8² ≠ 12²

36 + 64 ≠ 144

100 ≠ 144

Perpendicular² + base² ≠ hypotenuse²

Thus the given triangle is not right angled.

Answer:

f (-3)

since -3 is between-4 and -2 for every value of x y is 2

Answer:

x = 9.4m

Hope this helps...Have a good day!!

Answer:

hendoebhdjdbdjjsjsnsnns

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Answer:

x=9

x=-9

Step-by-step explanation:

The x intercept or roots are x values that makes the f(x) equal 0. So in order words, to find the x intercept. Set the equation equal 0.

[tex] {x}^{2} - 81 = 0[/tex]

We can approach this problem 2 ways

Way 1: Differnece of Squares

Recall that

[tex]a {}^{2} - {b}^{2} = (a + b)(a - b)[/tex]

Since x^2 and 81 are both perfect squares and 81 is negative, we can say that

[tex](x + 9)(x - 9) = 0[/tex]

Set each equation to zero

[tex]x = 9[/tex]

[tex]x = - 9[/tex]

Way 2: Take square root of both sides

[tex] {x}^{2} - 81 = 0[/tex]

[tex] {x}^{2} = 81[/tex]

Next step, take square root of both sides. Square root produce negative and positive solutions so

[tex]x = 9[/tex]

or

[tex]x = - 9[/tex]

Answer:

1/6 = 0.16 = 16%

restate the question: 16% of 20.5 is what? multiply: 20.5*.16 = 3.28 now, to find the weight of the object on the moon, subtract 16% from 20.5. 16% of 20.5 is 3.28 20.5-3.28 = 17.22 = 17 22/100 = 17 11/50

the weight of the object is 17 11/50 pounds on the moon.

Answer:

[tex]{ \tt{1 \: mg = 1 \times {10}^{ - 3} \: g}} \\ { \tt{75 \: mg = (75 \times 1 \times {10}^{ - 3} ) \: g}} \\ { \bf{ = 75 \times 10 {}^{ - 3} \: grams}} \\ { \bf{ = 0.075 \: grams}}[/tex]

Answer:

A. Mean

Step-by-step explanation:

Mean, because it's the average of the numbers and if one number's way off, it would throw the average off by a lot! I honestly forgot a bit about interquartile ranges, but it doesn't affect the median at all/have a very little effect so that's why it's not all of these. But mean is for sure!

I hope this helped! :D

Answer:

t=r/(sq)

Step-by-step explanation:

r=sqt

=> r/(sq)=t

Answer:

T= r/(sq)

Step-by-step explanation:

r= sqt

=r/(sq) =t

First we have to find angle D

As it is a quadrilateral

[tex]\\ \sf\longmapsto <A+<B+<C+<D=360[/tex]

[tex]\\ \sf\longmapsto 45+50+35+<D=360[/tex]

[tex]\\ \sf\longmapsto 130+<D=360[/tex]

[tex]\\ \sf\longmapsto <D=360-130[/tex]

[tex]\\ \sf\longmapsto <D=230°[/tex]

Now

[tex]\\ \sf\longmapsto <D+x=360[/tex]

[tex]\\ \sf\longmapsto x+230=360[/tex]

[tex]\\ \sf\longmapsto x=360-230[/tex]

[tex]\\ \sf\longmapsto x=130°[/tex]

Answer:

x = 130

Step-by-step explanation:

Sum of all the angle of quadrilateral = 360°

50 + 45 + 35 + ∠ADC = 360

                130 + ∠ADC = 360

                         ∠ADC = 360 - 130

                         ∠ADC = 230

x = Reflex ∠ADC

  = 360 - 230

  = 130

Given a function g(x), its derivative, if it exists, is equal to the limit

[tex]g'(x) = \displaystyle\lim_{h\to0}\frac{g(x+h)-g(x)}h[/tex]

The limit is some expression that is itself a function of x. Then the derivative of g(x) at x = 1 is obtained by just plugging x = 1. In other words, find g'(x) - and this can be done with or without taking a limit - then evaluate g' (1).

Alternatively, you can directly find the derivative at a point by computing the limit

[tex]g'(1) = \displaystyle\lim_{h\to0}\frac{g(1+h)-g(1)}h[/tex]

But this is essentially the same as the first method, we're just replacing x with 1.

Yet another way is to compute the limit

[tex]g'(1) = \displaystyle\lim_{x\to1}\frac{g(x)-g(1)}{x-1}[/tex]

but this is really the same limit with h = x - 1.

You do not compute g (1) first, because as you say, that's just a constant, so its derivative is zero. But you're not concerned with the derivative of some number, you care about the derivative of a function that depends on a variable.

Answer:

A can with capacity 44 litres

Step-by-step explanation:

If you like my answer than please mark me brainliest thanks

Answer:

et - 2 2 = $. - wet 3XS = VŽ. 3. Phillip's family travel he distance to his grandmother's house on Saturday. They travel remaining distance on Sunday.

Step-by-step explanation:

welcome to brainly

Answer:

[tex]\sqrt[3]{a^2}[/tex]

Step-by-step explanation:

a ^ 2/3

The top is the power and the bottom is the root

[tex]\sqrt[3]{a^2}[/tex]

Answer:

as per ur ques if we take x as number then we get algebraic expression as

2x - 4

brainliest?

Answer:

26.8

Step-by-step explanation:

2×√(18²-12²)

= 26.8328157..

= 26.8 (rounded to the nearest tenth)

Answer:

26.8

Step-by-step explanation:

We can use the Pythagorean theorem

a^2+b^2 = c^2

where a and b are the legs and c is the hypotenuse

12^2+ b^2 = 18^2

144+b^2 = 324

b^2 = 324-144

b^2 = 180

Taking the square root of each side

sqrt(b^2) = sqrt(180)

b = 13.41640

We know b = 1/2x

2b =x

2(13.41640) =x

26.83281573 =x

26.8

Answer:

1. x = -4 + y (answer for the equation −x+y=4)

2. parabola with vertex  at (h, k) = (-1/2, -49/4), and focal length at |p| = 1/4

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

The polygon formed through points A, D, C, and E is a quadrilateral. The sum of the interior angle measures for any quadrilateral is 360°.

Step-by-step explanation:

Step-by-step explanation:

figure for the triangle with ab

Answer:

150 girls

66.7%

Step-by-step explanation:

2/3 × 450 = 300 boys

450 - 300 =150 girls

second question:

300/450 × 100

=66.66666667

=66.7% Students are boys

There are 150 girls in the school, and approximately 66.67% of the students are boys.

let's break this down step by step:

1. Total number of students: 450

2. Boys make up 2/3 of the total students.

Number of boys = (2/3) * 450

= 300 boys

3. To find the number of girls, subtract the number of boys from the total:

Number of girls = Total students - Number of boys

= 450 - 300

= 150 girls

Now, let's calculate the percentage of students that are boys:

Percentage of boys = (Number of boys / Total students) * 100

= (300 / 450) * 100

= 66.67%

So, there are 150 girls in the school, and approximately 66.67% of the students are boys.

Learn more about percentage at https://brainly.com/question/24304697

#SPJ3

Answer:  C. a set of input values

The domain is the set of allowed x values, aka input values.

With fairly many domain problems, one thing to look out for are things like potential division by zero issues. For example, if you had the function f(x) = 2/(x-3), then we want to avoid the denominator x-3 from being zero. Because x = 3 makes x-3 equal to zero, this means we must kick x = 3 out of the domain; however, any other real number will work. This example function therefore has the domain of any real number but 3.

Square roots are another thing that often comes up with domain problems. One example could be g(x) = sqrt(x+5). We'd want the x+5 to never be negative. Solving [tex]x+5 \ge 0[/tex] leads to [tex]x \ge -5[/tex] to tell us what set of input x values we can plug in: namely anything -5 or larger.

Other types of domain problems can occur, but those two types are most common in my experience.

Answer:

f(0) = 0.25 = 1/4

f(x) = f(x-1) × 2/3

Step-by-step explanation:

a0 = 0.25×(2/3)⁰ = 0.25×1 = 0.25 = 1/4

a1 = 0.25×(2/3)¹ = 0.25×(2/3) = 1/4 × 2/3 = 2/12 = 1/6 =

= a0 × 2/3

a2 = 0.25×(2/3)² = 0.25×(4/9) = 1/4 × 4/9 = 4/36 = 1/9 =

= a1 × 2/3

=>

an = an-1 × 2/3, n >= 1

but what about negative x ?

is a0 = a-1 × 2/3 ?

[tex]a - 1 = 0.25 \times {(2 \div 3)}^{ - 1} [/tex]

so, yes, a0 = a-1 × (2/3)

and a-1 = a-2 × (2/3)

...

1hr=60min

[tex]\\ \sf\longmapsto \dfrac{3}{5}\;of\;60min[/tex]

[tex]\\ \sf\longmapsto \dfrac{3}{5}\times 60[/tex]

[tex]\\ \sf\longmapsto \dfrac{180}{5}[/tex]

[tex]\\ \sf\longmapsto 36min[/tex]

Answer:

the third option=C -2,3

Step-by-step explanation:

solve simultaneously

Answer:

(-2,3)

Step-by-step explanation:

The solution to the system is where the two lines cross

x= -2

y = 3

(-2,3)

Answer:

5*sqrt(3)+sqrt(6)

Step-by-step explanation:

sqrt(3)*(5+sqrt(2))=5*sqrt(3)+sqrt(6)

Answer:

(5 x sqrt(3)) + sqrt(6)

Brainliest, please! (Almost an Ace!)

Step-by-step explanation:

Distribute the sqrt(3) through and get:

(5 x sqrt(3)) + (sqrt(3) x sqrt(2))

Next, we simplify.

(5 x sqrt(3)) + sqrt(6)

Answer:

187 sweets

Step-by-step explanation:

8 units - 6 units = 2 units

2 units = 22 sweets

1 unit = 22 sweets ÷ 2

= 11 sweets

Total amount of sweets = 11 sweets × (6 units + 3 units + 8 units) = 11 sweets × 17 = 187 sweets

Answer:

48

Step-by-step explanation:

(204-x)/2=78

or, 204-x=156

or, x=204-156

or, x=48

Answer:

(6) the letter n : intersection which means the number you will find at the first bracket and has the same number at the other bracket