Mathematical models are helpful. Advantages include helping you see the data clearer and helping you visualize. Disadvantages are: time consuming, and if you make a mistake on the graph, its going to hit the entre thing.
Answer:
2 3/6
Step-by-step explanation:
You must turn 1 2/3 and 1 1/2 into improper fractions. You then multiply them and get an answer of 15/6, but since 6 can go into 15 twice (6x2=12+3=15), you get a whole of 2 and 3/6.
Answer:
-sinx
Step-by-step explanation:
a trig identity that is crucial to solving this problem is: sin^2 + cos^2 = 1
with knowing that, you can manipulate that and turn it into 1 - sin^2x = cos^x
so 1-sin^2x/sinx - cscx becomes cos^2x/sinx - cscx
it is also important to know that cscx is the same thing as 1/sinx
knowing this information, cscx can be replaced with 1/sinx
(cos^2x)/(sinx - 1/sinx)
now sinx and 1/sinx do not have the same denominator, so we need to multiply top and bottom of sinx by sinx; it becomes....
cos^2x
---------------------
(sin^2x - 1)/sinx
notice how in the denominator it has sin^2x-1 which is equal to -cos^2x
so now it becomes:
cos^2x
--------------
-cos^2x/sinx
because we have a fraction over a fraction, we need to flip it
cos^2x sinx
---------- * ----------------
1 - cos^2x
because the cos^2x can cancel out, it becomes 1
now the answer is -sinx
Solution
Question 1:
- Use of the area of squares to explain the Pythagoras theorem is given below
- The 3 squares given above have dimensions: a, b, and c.
- The areas of the squares are given by:
- The Pythagoras theorem states that:
"The sum of the areas of the smaller squares add up to the area of the biggest square"
Thus, we have:
Question 2:
- We can apply the theorem as follows:
Thus, the value of c is 26