Name a point non-complanar to plane K

Answer:

-sin(u)

Step-by-step explanation:

This is a Trig identity.  The best way to understand this is to start at zero degrees.  +u would move counterclockwise, while -u moves clockwise.  The sine function gives you how far in the y-direction you are from the x-axis.  Since you're moving the same amount by going u degrees (or u radians) around the circle as you would going -u degrees (or -u radians), your distance from the x-axis is the same.  But it reflects over the x-axis, so the two outcomes are inverses of each other.

Set up the equation 64.8 = .36x

Divide by .36 on both sides.

You get 180 = x.

36% of 180 is 64.8

Multiply .36 by 180 to double check.

Hope this helps

Answer:

y=4x+1

Step-by-step explanation:

I’m guessing the equation needed to be in the y=Mx+b form. If so, m is your slope and b is your y-intercept.

Answer:

y - 1 = 4 ( x - 0 )

Step-by-step explanation:

point slope form

Answer:

It is an undefined line which means a vertical line.

Step-by-step explanation:

Using the point-slope formula y2-y1 divided by x2-x1, you would get -4-(-7)/-3-(-3) which the answer would be 3/0. If zero is at the bottom of the fraction, the line would be undefined.

Answer:

1.25 = X

Step-by-step explanation:

5-2x+2=12-4x-2x

Combine all like terms here.

7-2x=12-6x

Add 2x on both sides.

7=12-4x

Subtract 12 on both sides.

-5=-4x

Divide by -4.

1.25=X

Answer:

y = -2x + 10

Step-by-step explanation:

The slope of a perpendicular line is the opposite reciprocal of the original line.

1/2 -> -2/1 -> -2

Solve for the new y-intercept using the point we are given.

y = 2x + b

4 = 2(-3) + b

4 = -6 + b

10 = b

Fill in everything we solve for in slope-intercept form [ y = mx + b ]

y = -2x + 10

Best of Luck!

Answer:

y=-2x-2

Step-by-step explanation:

using Desmos you can see that both equations pass through the point (-3,4)

Answ

Step-by-step explanation:

3200%

Answer:

61.2

Step-by-step explanation:

/_ b = /_ e

2x + 31 = 7x - 24

5x = 55

x = 11

x³ + y³ = (x + y)(x² - xy + y²)

x³ - y³ = (x - y)(x² + xy + y²).

Proof for 1st Identity :

★ x³ + y³ = x (x² - xy + y²) + y(x² - xy + y²)

⟶ x³ + y³ = x³ - x²y + xy² + x²y - xy² + y³

⟶ x³ + y³ = x³ + y³

Proof for 2nd identity :

★ x³ - y³ = x(x² + xy + y²) - y(x² + xy + y²)

⟶ x³ - y³ = x³ + x²y + xy² - x²y - xy² - y³

⟶ x³ - y³ = x³ - y³

Let us assume that,

x = 1

y = 2

So,

✯ x³ + y³ = 1³ + 2³

⟹ (x + y)(x² - xy + y²) = 1 + 8

⟹ (1 + 2)(1² - (1)(2) + 2²) = 9

⟹ 3 * (1 - 2 + 4) = 9

⟹ 3 * 3 = 9

⟹ 9 = 9

✯ x³ - y³ = 1³ - 2³

⟹ (1 - 2) * (1² + (1)(2) + 2²) = 1 - 8

⟹ ( - 1) * (1 + 2 + 4) = - 7

⟹ ( - 1) * (7) = - 7

⟹ - 7 = - 7

Thus , they can be called as identities/formulae as they are very useful in finding the value of a certain equation or an expression easily.

I hope it will help you.

Regards.

Answer:

8.58

8.508

7.5

7.058

Step-by-step explanation:

Answer:

8.58, 8.508, 7.5, 7.058

Step-by-step explanation:

Um, I think this means greatest to least.

8.58, 8.508, 7.5, 7.058

Look at the place values.

Answer:

12 over 27 = 4 over 9

Step-by-step explanation:

12 over (12 + 15) = 12 over 27 = 4 over 9

A function assigns the values. The function that represents a function with zeros at -3,-1, 0, and 6 is f(x)=x(x-6)(x+3)(x+1).

A function assigns the value of each element of one set to the other specific element of another set.

The function that represents a function with zeros at -3,-1, 0, and 6 is

f(x)=(x+3)(x+1)(x+0)(x-6)

f(x)=x(x+3)(x+1)(x-6)

f(x)=x(x-6)(x+3)(x+1)

Hence, The function that represents a function with zeros at -3,-1, 0, and 6 is f(x)=x(x-6)(x+3)(x+1).

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Answer:

[tex]1.5[/tex] is the scale factor of a bat wing length to scale drawing length.

Step-by-step explanation:

A scale factor is a number which multiplies (scales) , some quantity. In the equation [tex]y=kx[/tex], [tex]k[/tex] is the scale factor for [tex]x[/tex]. Here, [tex]k[/tex] is called as the constant of proportionality of [tex]y[/tex] to [tex]x[/tex].

Consider the equation [tex]d=1.5w[/tex]

Here, d denotes the length of a scale drawing and w denotes the length of the bat wing.

So,

[tex]1.5[/tex] is the scale factor of a bat wing length to scale drawing length.

Answer:

Its D

Step-by-step explanation:

Took on Ed

Answer:When planning your writing, it is important to consider the best way to communicate information to your audience, especially if you plan to use data in the form of numbers, words, or images that will help you construct and support your argument.  Generally speaking, data summaries may take the form of text, tables or figures. Most writers are familiar with textual data summaries and this is often the best way to communicate simple results. A good rule of thumb is to see if you can present your results clearly in a sentence or two. If so, a table or figure is probably unnecessary. If your data are too numerous or complicated to be described adequately in this amount of space, figures and tables can be effective ways of conveying lots of information without cluttering up your text. Additionally, they serve as quick references for your reader and can reveal trends, patterns, or relationships that might otherwise be difficult to grasp.

So what’s the difference between a table and a figure anyway?

Tables present lists of numbers or text in columns and can be used to synthesize existing literature, to explain variables, or to present the wording of survey questions. They are also used to make a paper or article more readable by removing numeric or listed data from the text. Tables are typically used to present raw data, not when you want to show a relationship between variables.

Figures are visual presentations of results. They come in the form of graphs, charts, drawings, photos, or maps.  Figures provide visual impact and can effectively communicate your primary finding. Traditionally, they are used to display trends and patterns of relationship, but they can also be used to communicate processes or display complicated data simply.  Figures should not duplicate the same information found in tables and vice versa.

Using tables

Tables are easily constructed using your word processor’s table function or a spread sheet program such as Excel. Elements of a table include the Legend or Title, Column Titles, and the Table Body (quantitative or qualitative data). They may also include subheadings and footnotes. Remember that it is just as important to think about the organization of tables as it is to think about the organization of paragraphs. A well-organized table allows readers to grasp the meaning of the data presented with ease, while a disorganized one will leave the reader confused about the data itself, or the significance of the data.

Title: Tables are headed by a number followed by a clear, descriptive title or caption. Conventions regarding title length and content vary by discipline. In the hard sciences, a lengthy explanation of table contents may be acceptable. In other disciplines, titles should be descriptive but short, and any explanation or interpretation of data should take place in the text. Be sure to look up examples from published papers within your discipline that you can use as a model. It may also help to think of the title as the “topic sentence” of the table—it tells the reader what the table is about and how it’s organized. Tables are read from the top down, so titles go above the body of the table and are left-justified.

Column titles: The goal of column headings is to simplify and clarify the table, allowing the reader to understand the components of the table quickly. Therefore, column titles should be brief and descriptive and should include units of analysis.

Table body: This is where your data are located, whether they are numerical or textual. Again, organize your table in a way that helps the reader understand the significance of the data. Be sure to think about what you want your readers to compare, and put that information in the column (up and down) rather than in the row (across). In other words, construct your table so that like elements read down, not across. When using numerical data with decimals, make sure that the decimal points line up. Whole numbers should line up on the right.

Other table elements

Tables should be labeled with a number preceding the table title; tables and figures are labeled independently of one another. Tables should also have lines demarcating different parts of the table (title, column headers, data, and footnotes if present). Gridlines or boxes should not be included in printed versions. Tables may or may not include other elements, such as subheadings or footnotes.

Quick reference for tables

Tables should be:

Centered on the page.

Numbered in the order they appear in the text.

Referenced in the order they appear in the text.

Labeled with the table number and descriptive title above the table.

Labeled with column a

Step-by-step explanation:

Answer:

No.

Step-by-step explanation:

An irrational number has never-ending decimals.

A rational number can be written as a fraction or has a terminating decimal.

-7.8 can be rewritten into a fraction. Its decimal also terminates. Therefore, it is not irrational but rational.

Answer:

-7.8 is rational

Step-by-step explanation:

irrational numbers are nubers that repaet random numbers that you wont know what comes next like pi or the squar root of 2. hope this halps and can you take in consideration of giving me a brainliest?  Thank you

Answer:

0 represents the start point

Step-by-step explanation:

Given

[tex]Before\ Finish\ Line = -27\frac{1}{4}[/tex]

[tex]After\ Finish\ Line = 9\frac{1}{2}[/tex]

Required

What does 0 represents

In a race; there's always a starting point, irrespective of the current position of the racer.

This position is always at the 0 point.

Hence:

The 0 meters represents the start point

Answer:

The finish line

Answer:B.the height of the candle when it starts to burn

Step-by-step explanation:

The y - intercept is 8. It represents the height of the candle when it starts to burn.

The general equation of a straight line is -

[y] = [m]x + [c]

where -

[m] → is slope of line which tells the unit rate of change of [y] with respect to [x].

[c] → is the y - intercept i.e. the point where the graph cuts the [y] axis.

We have the height (in inches) of a candle, h(t), is modeled by the function h(t) = 8 - t, where t is the amount of time the candle has been burning.

We have -

h(t) = - t + 8

h(t) = - t + 8

Here, the y - intercept is 8. It represents the height of the candle when it starts to burn.

Therefore, the y - intercept is 8. It represents the height of the candle when it starts to burn.

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Answer:

20/3 or 6 2/3

Step-by-step explanation: 4/1 times 5/3           multiply and you get 20/3

Answer:

6 2/3

Step-by-step explanation:

Answer:

2.29

Step-by-step explanation:

2.95 plus 1.26 is 4.21, and 6.50 minus 4.21 is 2.29.

Answer:

The minimum score required for admission to the nearest whole number = 557

Step-by-step explanation:

We solve this using z score formula.

z = (x-μ)/σ, where x is the raw score, μ is the population mean, and σ is the population standard deviation.

Top 30% of the candidates is a ranking that is equivalent to = 100 - 30% = 70th percentile.

The z score of 70th percentile = 0.524

Mean = 497

Standard deviation of 114.

Minimum score = raw score = ???

Hence:

0.524 = x - 497/114

Cross Multiply

0.524 × 114 = x - 497

59.736 = x - 497

x = 59.736 + 497

x = 556.736

The minimum score required for admission to the nearest whole number = 557

Answer:

7

Step-by-step explanation:

[tex]8.05 \times 12 = 96.6[/tex]

[tex]96.6 \div 13.80 = 7[/tex]

i think this is the answer

Answer:

the answer is 7 pounds of apples for $8.05

Step-by-step explanation:

you first divide $13.80/12= 1.15

then when you multiply 1.15x7 it will give you 8.05 as an answer.

Answer:

5) -12 1\2

6)  -3

Answer:

2(10x+6)2+24x+60

20x+12=62+24x

20x-24x=62-12

-4=50

[tex]x = - \frac{25}{2} [/tex]

Answer:

D. 104

Step-by-step explanation:

After taking the square root of all possible answers 104 gives you 10.19 in decimal form which is the closest and most accurate number to 10.2 where the point is closely located to.

Answer:

D.(2,1)

Step-by-step explanation:

All I did was solve by substitution.

Answer:

D

Step-by-step explanation:

Given the 2 equations

y = 6x - 11 → (1)

- 2x - 3y = - 7 → (2)

Substitute y = 6x - 11 into (2)

- 2x - 3(6x - 11) = - 7 ← distribute and simplify left side

- 2x - 18x + 33 = - 7

- 20x + 33 = - 7 ( subtract 33 from both sides )

- 20x = - 40 ( divide both sides by - 20 )

x = 2

Substitute x = 2 into (1) for corresponding value of y

y = 6(2) - 11 = 12 - 11 = 1

solution is (2, 1 ) → D

Answer:

y = 3x + 1

Step-by-step explanation:

y = mx + b

The slope, or m, is 3.

The y-intercept, or y, is 1.

Plug them into the equation.

y = mx + b

y = 3x + 1

Answer:

For n= 40 p has 7 factors

For n= 20 p has 7 factors

For n= 10 p has 6 factors

For n= 30 p has 6 factors

Step-by-step explanation:

p = 2n + 1

Putting the value of n= 10

p1= 20+1= 21

Putting the value of n= 20

p2= 40+1= 41

Putting the value of n= 30

p3= 60+1= 61

Putting the value of n= 40

p4= 80+1= 81

p2- 1= (p+1)(p-1)

         = (81+1)(81-1)

         =( 82)(80)

          = 6560

             = (1312)5

             = 328)4)5

             = 41 (2)(2)(2)(2)(2)(5)

p2- 1= (p+1)(p-1)

         = (61+1)(61-1)

          =( 62)(60)

          =3720

            = (465)(8)

            = (93)(5)(8)

             = (31)(3)(5)(2)(2)(2)

p2- 1= (p+1)(p-1)

         = (41+1)(41-1)

          =( 42)(40)

          = 1680

           = (7)(3)(5*2)(2*2*2)

p2- 1= (p+1)(p-1)

         = (21+1)(21-1)

         =( 22)(20)

         = 440

         = (11)(2)(5)(2)(2)

Answer:

Step-by-step explanation:

m2 + 3m + 2

m2 + m + 2m + 2

m (m + 1) + 2(m + 1)

(m + 1) and (m + 2) are the factors

Answer:

Step-by-step explanation:

espera y termino y te ayudo vale que me falta poco vale