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2 years ago

Which of the following is a correct cosine ratio for the figure?

Mathematics

1 answer:

LenKa [72]2 years ago

4 0

B! cosine is adjacent over hypotenuse

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Please, i need help by tomorrow or I’m going to fail geometry. It’s for 20 points

drek231 [11]

Step-by-step explanation:

the first statement and reason is usually found in what's given at the beginning.

1.a 1. given

the last one is what they want you to prove (also found under what was given)

4. g ( the symbol just means congruent)

supplementary means if I take how far the angle opens up and add it to the other angle I will get a straight line or 180°

the middle letter tells me the corner (vertex) and like opening a book you can see how much the angle opens up. it is a definition for supplementary angles

7 0

2 years ago

Question 8, how do i do it? Please show work too

DENIUS [597]

Answer: 26

Step-by-step explanation:

10 : 3 means for every 3 songs he kept, he deleted 10

He deleted 20

10 * 2 = 20

3 * 2 = 6

He deleted 20 songs, and kept 6.

So, he had 26 songs on his MP3 player.

20 + 6 = 26

4 0

3 years ago

The average ticket price for a concert at the opera house was $50. The average attendance was 4000. When the ticket price was ra

kotegsom [21]

Answer

given,

opera house ticket = $50

attendance = 4000 persons

now,

opera house ticket = $52

attendance = 3800 person

assuming these are the points on the demand curve

(x, p) = (4000,50) and (x,p) = (3800,52)

using point slope formula

$p-50 = \dfrac{50-52}{4000-3800}(x - 4000)$

$p-50 = \dfrac{-2}{200}(x - 4000)$

$p-50 = \dfrac{-x}{100}+ 40$

$p = \dfrac{-x}{100}+ 90$

R(x) = x . p

$R(x) = x (\dfrac{-x}{100}+ 90)$

$R(x) = \dfrac{-x^2}{100}+ 90x)$

$\dfrac{d}{dx}(R(x)) = \dfrac{d}{dx}(\dfrac{-x^2}{100}+ 90x))$

$\dfrac{d}{dx}(R(x)) = (\dfrac{-2x}{100})+90)$

at $\dfrac{d}{dx}(R(x)) = 0$

$\dfrac{-2x}{100}= -90$

x = 4500

$\dfrac{d^2}{d^2x}(R(x)) = -ve$

hence at x =4500 the revenue is maximum

for maximum revenue ticket price will be

$p = \dfrac{-4500}{100}+ 90$

p = $45

6 0

3 years ago

State whether each sequence is arithmetic and justify your answer. If the sequence is arithmetic, write a recursive and an expli

nasty-shy [4]

Answer:

Part A

$f(n)=52-12(n-1)$

$f(n)=\left\{\begin{matrix}52\: \:if \: \:n=1 & \\f(n+1)+12& if\: n\geq 2 \end{matrix}\right.$

Part B

$(2,4,8,16,32)\: \:$ Geometric Sequence

Part C

1/4,3/4,5/4,7/4,9/4

$g(n)=\frac{1}{4}+\frac{2}{4}(n-1)\\f(n)=\left\{\begin{matrix}1/4if \: \:n=1 & \\ f(n+1)+2/4& if\: n\geq 2 \end{matrix}\right$

Part D:

$h(n)=1.1+0.4(n-1)\\h(n)=\left\{\begin{matrix}1.1 & if\:n=1 \\ h(n+1)+0.4 & if\:n\geq 2\end{matrix}\right$

Step-by-step explanation:

By definition, an Arithmetic Sequence holds the same difference between each following number.

Part A

$(52,40, 28, 16)\\52-40=12\\40-28=12\\28-16=12\\d=12$

Explicit Formula

To write an explicit formula is to write it as function.

$f(n)=52-12(n-1)$

Recursive Formula

To write it as recursive formula, is to write it as recurrence given to some restrictions:

$f(n)=\left\{\begin{matrix}52\: \:if \: \:n=1 & \\f(n+1)+12& if\: n\geq 2 \end{matrix}\right.$

Part B

$(2,4,8,16,32)\: \:$

Geometric Sequence, since 2*2=4 8*2=16 and 16*2=32 and 8+2=10 8+16=24

Part C

$(\frac{1}{4},\frac{3}{4},\frac{5}{4},\frac{7}{4},\frac{9}{4})\\\$

Arithmetic Sequence, difference

$d=\frac{2}{4}$

Explicit Formula:

$g(n)=\frac{1}{4}+\frac{2}{4}(n-1)$

Recursive Formula

$g(n)=\left\{\begin{matrix}\frac{1}{4} &if\:n=1 \\ g(n+1)+\frac{2}{4} &if\: n\geq 2\end{matrix}\right.$

Part D

(1.1,1.5,1.9,2.3,2.7) Arithmetic Sequence, difference d=0.4

Explicit formula

$h(n)=1.1+0.4(n-1)\\$

Recursive Formula

$h(n)=\left\{\begin{matrix}1.1 &if\:n=1 \\ h(n+1)+0.4 &if\: n\geq 2\end{matrix}\right.$

6 0

3 years ago

BRAINLIESTTTTTT ASAPPPP PLEASE ANSWER MY QUESTION

yawa3891 [41]

The red line is represented by y ≥ -3x + 3.

The blue line is represented by y < 3/2x - 6.

A) In this system of inequalities, there is one solid line and one dashed line.

The solid line is the inequality y ≥ -3x + 3 because it has the symbol greater than or equal to. The "equal to" part of the symbol is important because it means that any coordinate located on the solid line is a solution.

However, the inequality y < 3/2x - 6 is a dashed line because it does not have "equal to." This makes the inequality a dashed line which means that all coordinates on it will not be a solution to the inequality.

In the inequality y ≥ -3x + 3, the shading is above the line. This means that all coordinates within the line and shaded area above the line will be a solution to the inequality.

In the inequality y < 3/2x - 6, the shading is below the line. This means that all coordinates within the shared area of the line will be a solution to the inequality. However, since y is not less than or EQUAL TO, all coordinates within the dashed line is not a solution to the inequality.

The solution area, where a coordinate is a solution to
both inequalities, is where the shaded areas of both inequalities overlap.

B) The point (-6, 3) is a not solution to both of the inequalities because it is not within the shared areas of the two inequalities.

Substitute the coordinate (-6, 3) in the inequality y < 3/2x - 6.

y < 3/2x - 6

3 < 3/2(-6) - 6

3 < -9 - 6

3 < -15

This is not true because a negative number cannot be greater than a positive number. Therefore, this proves that the coordinate (-6, 3) is not a solution for the inequality y < 3/2x - 6.

Check if the coordinate fits for the other inequality.

y ≥ -3x + 3

3 ≥ -3(-6) + 3

3 ≥ 18 + 3

3 ≥ 21

This is also not true because 3 is not greater than or equal to 21. Therefore, this coordinate is not a solution to the inequality y ≥ -3x + 3.

The coordinate (-6, 3) is not a solution for the system of inequalities because it is not a solution for both inequalities.

7 0

3 years ago