Answer:
150 students.
No
.20
3/10
Step-by-step explanation:
What you do for the first one is you take 1,500 and times it by 90%. You will get 1,350. You will then take the 1350 and minus it from 1500 to get 150 students.
The next one says that he drilled a hole that is 5/9 inches wide. He has a drill bit that is 5/6. Will the drill bit be big enough. No because 5/9 is .556 and 5/6 is .833.
For the next one all they want you to do is look at the fruit percentage and put it into a decimal which is .20.
The next one they want the fraction that represents 30% which is 3/10.
<h3>
Answer:</h3>
- left picture (bottom expression): -cot(x)
- right picture (top expression): tan(x)
<h3>
Step-by-step explanation:</h3>
A graphing calculator can show you a graph of each expression, which you can compare to the offered choices.
_____
You can make use of the relations ...
... sin(a)+sin(b) = 2sin((a+b)/2)cos((a-b)/2)
... cos(a)+cos(b) = 2cos((a+b)/2)cos((a-b)/2)
... cos(a)-cos(b) = -2sin((a+b)/2)sin((a-b)/2)
Then you have ...

and ...

Given:
First term of an arithmetic sequence is 2.
Sum of first 15 terms = 292.5
To find:
The common difference.
Solution:
We have,
First term: 
Sum of first 15 terms: 
The formula of sum of first n terms of an AP is
![S_n=\dfrac{n}{2}[2a+(n-1)d]](https://tex.z-dn.net/?f=S_n%3D%5Cdfrac%7Bn%7D%7B2%7D%5B2a%2B%28n-1%29d%5D)
Where, a is first term and d is common difference.
Putting
, n=15 and a=2 in the above formula, we get
![292.5=\dfrac{15}{2}[2(2)+(15-1)d]](https://tex.z-dn.net/?f=292.5%3D%5Cdfrac%7B15%7D%7B2%7D%5B2%282%29%2B%2815-1%29d%5D)
![292.5=\dfrac{15}{2}[4+14d]](https://tex.z-dn.net/?f=292.5%3D%5Cdfrac%7B15%7D%7B2%7D%5B4%2B14d%5D)
![292.5=15[2+7d]](https://tex.z-dn.net/?f=292.5%3D15%5B2%2B7d%5D)
Divide both sides by 15.




Dividing both sides by 7, we get


Therefore, the common difference is 2.5.