The complement of the angle 14° 17' would be; 75° 43'
What is the Complement of the Angle?We want to find the complement of the angle 14° 17'
The complement of 14° is the angle that when added to 14° forms a right angle (90° ).
Now, when an apostrophe is found in the word angles, it means 'angular minutes, while " denotes angular seconds. For instance, "75degree 20′ 39" means "75 degrees, 20 minutes, and 39 seconds."
Thus, 14° 17' means 14 degrees, 17 minutes.
Now, 17 minutes when converted to degree is;
17/60 degrees = 0.283. Thus; 14° 17' = 14.283
Now, the complement of 14° 17' would be;
90 - 14° 17' = 75° 43'
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whats the distance between points p1=(-3,5) P2=(4,2)
Step-by-step explanation:
First, find the vector.
= (4,2) - (-3,5)
= (4-(-3),2-5)
= (7,-3)
And then, find the distance.
= √(7² + (-3)²)
= √(49 + 9)
= √58 ✓
Sixteen participants pre-registered for a workshop that had a total of 30 participants.
Approximately what percentage of all participants pre-registered for the workshop? A 1.9% B 5.3% C 18.8% D 53.3%
Answer: D
Step-by-step explanation:
16/30 x100= 53.3%
Please do it for me Im struggling a lot right now with math
Answer: wait what is the question asking i can’t really see
Step-by-step explanation:
Drag the tiles to the correct boxes to complete the pairs. Solve the inequalities for x, and match each solution to its number line graph. Two less than of a number (x) is no more than . The sum of two times a number (x) and -2 is at least 8. Seven subtracted from 4 times a number (x) is more than 13. Four added to 3 times a number (x) is less than 19.
in the figure, the first number line goes with x [tex]\leq[/tex]5
the second number line goes with x [tex]\geq[/tex] 5
the third number line goes with x > 5
the fourth number line goes with x < 5
Two less than 3/2 of a number x is no more than 5/2 is shown as:
3/2 x- 2 [tex]\leq[/tex] 5 1/2
3/2 x [tex]\leq[/tex] 11/2 + 2
3/2 x [tex]\leq[/tex] 15/2
3x [tex]\leq[/tex] 15
x [tex]\leq[/tex] 5
The sum of two times a number (x) and -2 is at least 8 is shown as :
2x+(-2) [tex]\geq[/tex] 8
2x - 2 [tex]\geq[/tex] 8
2x [tex]\geq[/tex] 8+2
2x [tex]\geq[/tex] 10
x [tex]\geq[/tex] 5
Seven subtracted from 4 times a number (x) is more than 13 is shown as
4x -7 > 13
4x > 13+7
4x > 20
x > 20 ÷ 4
x > 5
Four added to 3 times a number (x) is less than 19 is shown as
3x + 4 < 19
3x < 19-4
3x < 15
x < 15 ÷ 3
x< 5
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HELP PLEASE I WILL GIVE BRAINLYEST! ALGEBRA 1 HW
no brainlyest unless questions are fully answered
The curve is the graph of function f. Use the graph to find the value of the function for the following values of x: -2,-.5,0,2.5, and 6.
Answer:
1, 0.75, 1.25, 3, 0
Step-by-step explanation:
To find the value of the function, we find the y coordinate of the point with the given x value.
A. Write the FF sets using the roster method:
B. Complete the FF by writing each set in three defferent ways :
The roster form of the given sets will be S = { 1, 2, 3, 4, 5, 6, 7, 8, 9}, S = { blue, red, green } and S = { Math, Science, English, Hindi, SST, Computer }.
We are given some sets in descriptive form.
We have to write it in the roster form.
The roster method is defined as a way to show the elements of a set by listing the elements inside of brackets.
1 ) The set of all counting numbers less than 10.
Roster form will be:
S = { 1, 2, 3, 4, 5, 6, 7, 8, 9}
2) The set of primary colors.
Roster form will be:
S = { blue, red, green }
3 ) The set of all subjects in grade 7 level:
Roster form will be:
S = { Math, Science, English, Hindi, SST, Computer }
Therefore, the roster form of the given sets will be S = { 1, 2, 3, 4, 5, 6, 7, 8, 9}, S = { blue, red, green } and S = { Math, Science, English, Hindi, SST, Computer }.
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9. Assessment Practice Which pair of
equations show you how to find 16 – 9?
A9+1 = 10, 10+5 = 15
B 9+1=10,
10+6=16
C9+2=11,
11 + 6 = 17
D 9+1 = 10, 10+9 = 19. Answers
The pair of equations show you how to find 16 – 9 is 9+1=10, 10+6=16. Therefore, option B is the correct answer.
The given numerical expression is 16-9.
What is a numerical expression?A numerical expression in mathematics can be a combination of numbers, and integers combined using mathematical operators such as addition, subtraction, multiplication, or division.
Now, the pair of equations show you how to find 16 – 9 is 9+1=10,
10+6=16
Therefore, option B is the correct answer.
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Can someone please help Find the perimeter of each
figure using the given side lengths?????????
The perimeter of the figure using the given side lengths is 12x - 10
What are perimeters?The perimeter of a shape is the sum of the side lengths of the shape.
For all regular quadrilaterals, you add up the side lengths to determine the area
How to find the perimeter of the figure using the given side lengths?From the given figure, we have the side lengths to be:
x, 2x + 5, 6x - 17 and 3x + 2
Add these side lengths
So, we have
Perimeter = x + 2x + 5 + 6x - 17 + 3x + 2
Evaluate the like terms
Perimeter = 12x - 10
Hence, the perimeter of the figure using the given side lengths is 12x - 10
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what percent of 141963.78 is 380.16
Answer:
It is 0.2678 percent .....
Ray BD bisects angle abc. Find the m angle abd m angle cbd and m abc
m∠ABD= 67°, m∠CBD= 67° and m∠ABC= 134°;
Bisector BD bisects ∠ABC.
∠ABD= (8x+35)°, ∠CBD= (11x+23)°.
As given, bisector BD bisects the angle ABC so this means, the angle ABC is divided into two halves.
So,
angle ABD= angle CBD.
and ∠ABD= (8x + 35)° (i)
∠CBD= (11x + 23)° (ii)
So,
(8x + 35)° = (11x + 23)°
On solving the above equation, we have
3x= 12
x= 4.
Putting x=4 in (i) we have,
∠ABD= 8(4) + 35
∠ABD= 67°
As ∠ABD = ∠CBD, we have
∠CBD= 67°
Now,
∠ABC= ∠ABD + ∠CBD
∠ABC= 67° + 67°
∠ABC= 134°.
Hence, m∠ABD= 67°, m∠CBD= 67° and m∠ABC= 134°.
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What is the area?
34 cm
39 cm
square centimeters
The area of the shape will be 1326 cm².
How to calculate the area?It should be noted that the area is calculated by multiplying the dimensions that are given.
Therefore the area will be:
= Length × Width
= 34 × 39.
= 1326 cm²
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You are going down a road with a 5% grade.
You are going down 1 feet every 20 feet horizontally.
The slope of the road as a reduced fraction is??
The slope of the road as reduced fraction [tex]\frac{1}{20}[/tex] for grade which is 5%.
The slope of a road is defined as the ratio of the vertical height that a road rises to the horizontal distance covered to rise to that height.
While slope is expressed as a fraction grade is the percentage form of that fraction. The slope can also be defined as [tex]tan[/tex] [tex]\theta[/tex] where [tex]\theta[/tex] is the angle of elevation of the road. For example a slope of [tex]\frac{1}{4}[/tex] has a grade of 25%.
Here the given grade is 5%.
Per-cent refers to per one-hundred. So a 5% grade is 5 per one -hundred.
That means if the road is climbing then for every 100 units of horizontal distance covered, the altitude increases by 5 units.
Now slope of the road=vertical distance ÷ horizontal distance
[tex]=\frac{5}{100}\\=\frac{1}{20}[/tex]
Therefore we can say that the slope of the road is [tex]\frac{1}{20}[/tex]
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The altitude of a a in feet of a plain t minutes after lift off is given by a= 3400t + 600 how many minutes after lift off is the plane editive and altitude of 21,000 feet
The plane will be at an altitude of 21,000 feet, 6 minutes after lift off.
For any equation, x = y + a, if we are given the value of any one of the variables, that is either x or y, we can find the value of the other.
Here, we are given an equation
a = 3400t + 600
where a = altitude of the plane in feet
and t = time (in minutes) passed after the plane's lift off
If the altitude of the plane is 21,000 feet
⇒ a = 21,000
Substituting this in the equation, we get
21,000 = 3400t + 600
21,000 - 600 = 3400t
20,400 = 3400t
3400t = 20,400
t = 20,400/ 3,400
t = 204/ 34
t = 6
Thus, the plane will be at an altitude of 21,000 feet, 6 minutes after lift off.
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Graph the line containing the given pair of points and find
the slope.
(-5,5), (0,1)
Answer: See attached for the graph. The slope is [tex]\frac{-4}{5}[/tex].
Step-by-step explanation:
First, we will graph the points.
See attached.
Next, we will find the slope. This can be done with "rise over run". We will start at (-5, 5) and count 4 down and 5 right to (0, 1). This gives us a slope of;
[tex]\frac{-4}{5}[/tex]
-x-6=-14 how to solve x
Answer:
x=8
Step-by-step explanation:
-x-6=-14
-x=6-14
x=14-6
x=8
(2 x 10⁴) + (3 x 10³) =
Answer:
23000
Step-by-step explanation:
(2 x 10⁴) + (3 x 10³)
= (2 x 10000) + (3 x 1000)
= 20000 + 3000
= 23000
Select the approximate value of 9 - √7 on a number line.
The value of 9 - √7 is between 6 and 7:
4 < 7 < 9
⇒ √4 < √7 < √9
⇒ 2 < √7 < 3
⇒ -3 < -√7 < -2
⇒ 9 - 3 < 9 - √7 < 9 - 2
⇒ 6 < 9 - √7 < 7
Does the mapping diagram represent a function? Why or why not?
x -7 -1 8
y -4 4
A. No; the input values x = -7 and x= -1 are paired with the same output value.
B. No; each input pairs with only one output. C. No; the output value y = -4 pairs with two different input values.
D. Yes; each input pairs with only one output.
Answer:
D
Step-by-step explanation:
A relation is a function is each input maps onto no more than one output.
7. In your own words, discuss the beginning ideas of
place value and the base-ten system that young
children who can count beyond ten must begin to
learn. Include a discussion of some of the hurdles
faced by English speakers.
The base-ten numeration system is the system that utmost of the world uses moment. Place value refers to the value of each number in a number. The English language is a transnational language.
What is the base ten number system, place value?
Base-Ten Number System -The base-ten numeration system is the system that utmost of the world uses moment. No one knows exactly why the number ten was chosen as the base for this system, but it's theorized that it's due to the number of fritters that humans retain. Fingers are veritably fluently assessable as counting tools. The base-ten numeration system consists of ten integers( 0, 1, 2, 3, 4, 5, 6, 7, 8, 9), and groups figures into ten.
2. Understanding Place Value -
Place value refers to the value of each number in a number. For illustration, the number 753 has three" places" or columns each with a specific value. In this three-number number, the 3 is in the" bones " place, the 5 is in the" knockouts" place, and the 7 is in the" hundreds" place.
Beginning ideas of Place Value and Base Ten:
In other words, the 3(three) represents three single units, so the value of this number is three. The 5(five) is in the knockout place, where values increase by multiples of 10(ten). So, the 5(five) is worth (5)five units of 10(ten), or 5(five) x 10(ten), which equals 50(fifty). The 7(seven) is in the hundreds(100) place, so it represents seven units of 100(hundred), or 700(seven hundred).
Problems Faced by Students in Speaking the English Language -
The English language is a transnational language. It's a demand of the moment’s world. For surviving in society, people have to understand and speak the English language easily.
In this world, you go far and wide people can speak the English language or indeed understand the English language.
The English language plays a lesser part for the people in a society. The English language is an important subject for people whose English language isn't their native language.
The base-ten numeration system is the system that utmost of the world uses moment.
Place value refers to the value of each number in a number.
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Complete the final two columns in the following frequency distribution table and then find the percentiles
and percentile ranks requested:
X f cf c%
5 2
4 5
3 6
2 4
1 3
we have found out the cumulative frequency (c f) and percentiles(c %) for the given data.
We are given the frequency distribution table as:
X f
5 2
4 5
3 6
2 4
1 3
We need to find cumulative frequency (c f) and percentiles(c %)
c % = 100 × ( c f / n )
c f means the frequency is calculated by adding each frequency from a frequency distribution table to the sum of its predecessors.
n = 20
X f c f c %
5 2 2 10 %
4 5 7 35 %
3 6 13 65 %
2 4 17 85 %
1 3 20 100 %
Therefore, we have found out the cumulative frequency (c f) and percentiles(c %) for the given data.
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(Multiplying and Dividing with Scientific Notation MC)
How many times smaller is 5 x 10-7 than 8.5 x 10-4? I NEED THIS ASAP
Answer:
38
Step-by-step explanation:
5 x 10 -7= 43
8.5 x 10 -4= 81
81-43= 38
Answer:
[tex] 1.7 \times 10^3 = 1700 [/tex]
Step-by-step explanation:
To find how many times x is smaller than y, divide y by x.
Here we want to find how many times 5 × 10^-7 is smaller than 8.5 × 10^-4, so we divide 8.5 × 10^-4 by 5 × 10^-7.
[tex] \dfrac{8.5 \times 10^{-4}}{5 \times 10^{-7}} = [/tex]
[tex] = \dfrac{8.5}{5} \times \dfrac{10^{-4}}{10^{-7}} [/tex]
[tex] = 1.7 \times 10^{-4 - (-7)} [/tex]
[tex] = 1.7 \times 10^{-4 + 7} [/tex]
[tex] = 1.7 \times 10^3 = 1700 [/tex]
what does the 9 represent in the number 53.89
2 + (-5) = ? I can't figure this out
Answer:
Step-by-step explanation:
2 + (-5)
just like subtracting
2-5
=-3
Answer:
-3
Step-by-step explanation:
I have had this question before, and -3 is the answer.
The distance of the segment formed by the two points
is 15. What is the number that goes in the blank?
Explain or show your reasoning.
(-3,-4) (6, _)
The missing coordinate can either be - 16 or 8.
Let the missing coordinate be x.
Now, we know that the distance between (-3, -4) and (6, x) is 15.
Using the distance formula, we get that:
Distance² = (x₂ - x₁)² + (y₂ - y₁)²
Substituting the values in the formula, we get that:
15² = (6 + 3)² + ( x + 4)²
225 = 9² + x² + 16 + 8 x
225 = 81 +x² + 16 + 8 x
225 = x² + 8 x + 97
x² + 8 x - 128 = 0
x² + 16 x - 8 x -128 = 0
x ( x + 16) - 8 ( x + 16) = 0
(x + 16)(x - 8) = 0
x = -16 or x = 8.
Therefore, the missing coordinate can either be - 16 or 8.
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Find the value of x.
(6x - 35)°
(3x + 7)°
Answer:
x = 14
Step-by-step explanation:
These are corresponding angles, so the angles are equal to each other.
6x - 35 = 3x + 7
3x - 35 = 7
3x = 42
x = 14
Easy math, Just to lazy to do it.
Answer:
9 26/30 or 9 13/15
Step-by-step explanation:
20/30 6/30
Answer:
9 13/15
Step-by-step explanation:
ALGEBRA 1 HW!! PLEASE HELP I WILL GIVE BRAINLYEST and also explain what explicit rule is..
What is 6 1/9 - 3 1/3
I’m in s2
Answer: 2 7/9
Step-by-step explanation:
6 1/9 - 3 1/3
first change so denominators are the same (times the second fraction by 3)
6 1/9 - 3 3/9
now borrow form first fraction
5 10/9 - 3 3/9
subtract whole numbers and numerators with each other
2 7/9
pls give brainiest
21(x + 1) - 6x = 15x + 21
Answer:
15x = 15x
or
0 = 0
Step-by-step explanation:
21(x + 1) - 6x = 15x + 21
21x + 21 -6x = 15x + 21
21x - 6x = 15x
15x = 15x
or
0 = 0
this equation is always true
