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Illusion [34]
3 years ago
6

What is the biggest number possible in life?

Mathematics
1 answer:
Leona [35]3 years ago
8 0
I don't think there is a large number because the numbers never end it expands. Interesting question.
You might be interested in
If 18is 45% of a value what is the value
DedPeter [7]
To solve this, create an equation that follows 45% of a value is 18. This would look like x*.45=18. Now, solve for x, x*.45=18, divide by .45, x=18/.45=40, making your value 40. To check, plug in your value to the equation 40*.45=18 and see if it stays true.
8 0
3 years ago
Determine the angles made by the vector v = (67)i + (-15)j with the positive x- and y-axes. write the unit vector n in the direc
vivado [14]
Consider the picture attached.

From right triangle trigonometry: 

tan(α)=(opposite side)/(adjacent side)=15/67=0.2239

using a scientific calculator we find that arctan(0.2239)=12.62°

thus α=12.62°, is the angle that the vector makes with the positive x-axis.

The angle made with the + y-axis is 12.62°+90°=102.62°.



The length of the vector v can be determined using the Pythagorean theorem:

|v|= \sqrt{ 67^{2} + 15^{2} }= \sqrt{4489+225}= \sqrt{4714}=68.8


Thus, to make v a unit vector, without changing its direction, we need to divide v by |v|=68.8. 

This means that the x and y components will also be divided by 68.8, by proportionality.

So, the unit vector in the direction of v is:

<span>(67/68.8)i + (-15/68.8)j=0.97 i + (- 0.22)j
</span>

Answer: 12.62°;  102.62°;  0.97 i + (- 0.22)j

6 0
3 years ago
Let r = ⟨7, 1⟩, s = ⟨–6, 2⟩, and t = ⟨–9, –3⟩. What is 10r + s – t? ⟨55, 9⟩ ⟨55, 15⟩ ⟨73, 6⟩ ⟨73, 15⟩
sergiy2304 [10]

Answer: d. 73,15

Step-by-step explanation:

5 0
2 years ago
Read 2 more answers
5
Daniel [21]

Answer:

Option A

..............................................................

7 0
3 years ago
A movie theater charges $10 for adults and $6 for seniors. On a particular day when 357 people paid in admission, the total rece
olganol [36]

Answer:

Step-by-step explanation:

Determine the types of tickets involved.

There are student tickets and adult tickets.

Create a table to organize the information.

Type  

Number

   

Value ($)

   

Total Value ($)

 

Student    

6

 

Adult    

9

 

1

,

506

 

Step 2. Identify what you are looking for.

We are looking for the number of student and adult tickets.

Step 3. Name. Represent the number of each type of ticket using variables.

We know the number of adult tickets sold was  

5

 less than three times the number of student tickets sold.

Let  

s

 be the number of student tickets.

Then  

3

s

−

5

 is the number of adult tickets.

Multiply the number times the value to get the total value of each type of ticket.

Type  

Number

   

Value ($)

   

Total Value ($)

 

Student  

s

   

6

   

6

s

 

Adult  

3

s

−

5

   

9

   

9

(

3

s

−

5

)

 

1

,

506

 

Step 4. Translate: Write the equation by adding the total values of each type of ticket.

6

s

+

9

(

3

s

−

5

)

=

1506

 

Step 5. Solve the equation.

6

s

+

27

s

−

45

=

1506

33

s

−

45

=

1506

33

s

=

1551

s

=

47

students

 

Substitute to find the number of adults.

3

s

−

5

=

 number of adults

3

(

47

)

−

5

=

136

 adults

Step 6. Check. There were  

47

 student tickets at  

$6

 each and  

136

 adult tickets at  

$9

 each. Is the total value  

$1506

?

 We find the total value of each type of ticket by multiplying the number of tickets times its value; we then add to get the total value of all the tickets sold.

47

⋅

6

=

282

136

⋅

9

=

1224

_____

 

1506

✓

 

Step 7. Answer the question. They sold  

47

 student tickets and  

136

 adult tickets.

5 0
3 years ago
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