What is the exact value of Tangent (StartFraction 19 pi Over 12 EndFraction)?

please explain how you got it

Answer:

(fog)(x) =x –14

(gof)(x) =x

Step-by-step explanation:

\((fog)(x) = f(g(x)) \\ = 8( \frac{x - 7}{8} ) - 7 \\ = x - 7 - 7 \\ = x - 14\)

\((gof)(x) = g(f(x)) \\ = \frac{(8x - 7) + 7}{8} \\ \\ = \frac{8x}{8} \\ \\ = x\)

Answer:  89674 buckets were produced in 4 months

Answer:

Step-by-step explanation:

First you have to do 5263 / 7 = 751.9 (rounded 751.857143)

Then do 751.9x121.6= 91 431

You get 121.6 because that is how many days are in 4 months.

Hope this helps !!!!

Have a good day/night!!<333

Answer:

A) (1)/(7)

B) 33

Step-by-step explanation:

For (A), the sequence follows in 1 divided by numbers in a consecutive order, therefore after (1)/(6), the next term is (1)/(7)

For(B), the sequence follows in multiples of three but skips one in between

Example: Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36...

In the sequence, 6, 12, 18 and 24 are skipped, meaning that the next number to be skipped is 30, hence 33 is the next number in the sequence.

Because all the numbers in the sequence are odd numbers we can say that the sequence follows in odd consecutive numbers which are multiples of 3.

Answer:

1. 46

2. 307.3

3. 40

4. 0

5. 4

6. 0

7.

8. 400

9. -1000

10. 10582

expand: Evaluate:

11. -216 21. 0.015625

12. 81 22. -216

13. 0.03125 23. 2¹.⁹²

14. -81 24. 729

15. 25. 64

16. 343

simplify.

17. 68526

18. 262144

19. 5.960464 x 10¹⁶

20. 0.003906

Step-by-step explanation:

sana maka tulong to sayo

Hello!

the answer is 83/100!

Hopefully this helps ^^

Answer:

It's B :) *the second one to the right*

Step-by-step explanation:

An expression is equivalent to given expression is 2×8n×8n×8n×8n. Therefore, option B is the correct answer.

Equivalent expressions are expressions that work the same even though they look different. If two algebraic expressions are equivalent, then the two expressions have the same value when we plug in the same value for the variable.

The given expression is 2(8n)⁴.

Here, the equivalent expression is

2×8n×8n×8n×8n

= 2×4096n⁴

= 8192n⁴

Therefore, option B is the correct answer.

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Answer:

114.29

Step-by-step explanation:

Answer: To find the certain number, we need to subtract 53 - 65:

53 - 65 = -12

Therefore, the certain number that makes the statement true is -12.

Step-by-step explanation:

Answer:

The red arrow shows the resultant vector. We have a Side Angle Side triangle ABC so can use The Cosine Rule:

a2=b2+c2−2bccosA

This becomes:

R2=7002+402−(2×700×40×cos45)

R2=491,600−39,597.9

R=672.3xkm/hr

This is the groundspeed of the aircraft.

To find θ we can use The Sine Rule:

sinCc=sinAa

This becomes:

sinθ40=sin45672.3

sinθ=0.04207

θ=2.41∘

This is known as the drift angle and is the correction the pilot should apply to remain on course.

The heading is the direction the aircraft's nose is pointing which is 000∘.

The track is the actual direction over the ground which is 357.6∘

An alternative method to this would be to separate each vector into vertical and horizontal components and add.

The resultant can be found using Pythagoras.

Answer:

assuming that 1 square is 1 ft, 22ft²

Step-by-step explanation:

4 + 8 + 10 = 22

Answer:

22cm²

Step-by-step explanation:

1 unit square = 1cm

Number of unit squares = 22

Area of square = side × side

=( 1×1) cm

Area of 1 unit square = 1cm²

Area of 22 unit squares = 22cm²

Hope it helps.

Answer: Hi!

We can simplify this by combining like terms:

-12w + 7w - 3 - 6

-12w + 7w = -5w

-3 - 6 = -9

Out equation now looks like this:

-5w - 9

There's nothing left to simplify, so we're done!

Hope this helps!

Answer:

\( \boxed{ \bold{ \huge{ \boxed{ \sf{ \frac{ - 4}{5} }}}}}\)

Step-by-step explanation:

\( \sf{ \frac{8 - 12}{2 + 3} }\)

Subtract 12 from 8

\( \dashrightarrow{ \sf{ \frac{ - 4}{2 + 3} }}\)

Add the numbers : 2 and 3

\( \dashrightarrow{ \sf{ \frac{ - 4}{5} }}\)

Hope I helped!

Best regards! :D

Answer:

x = -2

y = 5

Step-by-step explanation:

7y - 5x = 45    -------------------(I)

x = 8 - 2y -----------------------(II)

Substitute x = 8 - 2y in equation (II)

7y - 5(8-2y) = 45

7y + 8 *(-5) - 2y*(-5) = 45

7y - 40 + 10y = 45

17y - 40 = 45

17y = 45 + 40

17y = 85

y = 85/17

y = 5

Plugin y = 5 in equation (II)

x = 8 - 2*5

x = 8 - 10

x = -2

Answer: I think that the answer is 3/4 miles

Step-by-step explanation:

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

  C. RP = 4.5

Step-by-step explanation:

You want to know what condition is sufficient to show ∆ABC ~ ∆QPR, given  three sides and 2 angles in ∆ABC, and 2 sides in ∆QPR.

Similarity can be shown if all three sides are proportional, or if two angles are congruent.

The offered answer choices only list one angle, so none of those will work. The answer choice that makes the third side of ∆QPR be in the same proportion as the corresponding side of ∆ABC is the condition of interest.

  C. RP = 4.5

__

Additional comment

The side ratios in the two triangles are ...

  AB : BC : CA = 10 : 9 : 6

  QP : PR : RQ = 5 : PR : 3

For these ratios to be the same, PR must be half of BC, just as the other segments in ∆QPR are half their counterparts in ∆ABC.

The Pythagoras theorem states that in a right-angled triangle, the square of the hypotenuse side is equal to the sum of squares of the other two sides.

From the given Pythagoras theorem above, the mathematical representation of the theorem would be written below as follows;

C² = a²+b²

Where:

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Answer:

2x+3

Step-by-step explanation:

the upper left, upper right, and lower right are all using distributive property. The lower left is not.

Answer:

20

Step-by-step explanation:

Knowing that it is a 30-gallon bathtub.

And it fills at a rate of 3 gallons per minute.

But also drains 1.5 gallons per minute.

So this is for the first minute.

3 - 1.5 = 1.5

So there will be 1.5 gallons of water in the tub after the first minute.

Now do,

30 ÷ 1.5 = 20

It will take 20 full minutes for the bathtub to fill up.

Probabilities are used to determine the chances of an event.

A. Probability of selecting a large flower with a long stem

The total number of flowers is:

\(Total = 10 + 18 + 43 + 29\)

\(Total = 100\)

Large flowers with long stem are 29.

So, the probability is:

\(Pr = \frac{29}{Total}\)

\(Pr = \frac{29}{100}\)

\(Pr = 0.29\)

B. Probability that a large flower has a short stem

The total number of large flowers are

\(Large = 43 + 29\)

\(Large = 72\)

Large flowers with short stem are 43

So, the probability is:

\(Pr = \frac{43}{Large}\)

\(Pr = \frac{43}{72}\)

\(Pr = 0.597\)

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Answer:

10x=40

x=40/10

x=4

4 is the answers, not -4

Step-by-step explanation:

pls mark as brainliest

Answer:

99 is 36% of 275.

Step-by-step explanation:

To find this, we need to set up our equation. We will have 99 be 36% of the number we are trying to find, while we are going to have x equal the number we are looking for. Then, on the right side of the equation we are making, we will have the percent.

99/x=36/100

Next, we cross multiply.

36x=9900

Now, divide both sides by 36 to get x by itself.

x=275

So 99 is 36% of 275.

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

Answer:

A.=False

B.=True

C.=False

D.=True

Step-by-step explanation:

The original ration is 2 gallons of water for 4 players.

Each player requires 1/2 gallon of water.

To get the amount of water needed multiply 1/2 by the amount of players.

1*(1/2) does not equal 1

2*(1/2) equals 1

10*(1/2) does not equal 4

30*(1/2) equals 15

The system of equations given has infinitely number of solutions.

A system of equations is a set of two or more equations with the same variables. A solution to a system of equations is a set of values for the variable that satisfy all the equations simultaneously.

system of equations, or simultaneous equations, In algebra, two or more equations to be solved together (i.e., the solution must satisfy all the equations in the system). For a system to have a unique solution, the number of equations must equal the number of unknowns.

In the given question, we can solve for the equation given;

\(y = 4x + 5\\-8x + 2y = 10\\\)

Solving for both x and y;

The solution of the equation is y = 4x + 5

The system has infinitely many solutions;

In the second system of equations;

y = 0.5x + 3, x = 2y = -16

This equation is not correct.

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Answer:

(p-q) (3) = 40 The anwser is c

Step-by-step explanation:

If p(n)=4n2+4n−6 and q(n)=n2−5n+8.The value of (p−q)(3) will be 26. Option a is correct.

An equation is a statement that two expressions, which include variables and/or numbers, are equal. In essence, equations are questions, and efforts to systematically find solutions to these questions have been the driving forces behind the creation of mathematics.

It is given that,

p(n)=4n²+4n−6 and q(n)=n²−5n+8

Substitute the given values and apply the arithmetic operation as,

(p−q) = (4n²+4n−6) - (n²−5n+8)

(p−q) =3n²-n+2

Put n = 3 for the given conditions,

(p−q)(3) =3(3)² - 3 +2

(p−q)(3) =27-3+2

(p−q)(3) =29-3

(p−q)(3) =26

Thus, if p(n)=4n2+4n−6 and q(n)=n2−5n+8.The value of (p−q)(3) will be 26. Option a is correct.

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Two cards are dealt from an ordinary deck of 52 cards. (This means that two cards are sampled uniformly at random without replacement.) The probability that both cards are aces and one of them is the ace of spades is 4 /13.

To find the probability, we need

Number of cards in a deck = 52

Number of spades = 13

Number of aces = 4

Number of ace of spade = 1

Probability of either a spade or an ace :

P(spade or ace) = P(spade U ace)

P(spade U ace) = p(spade) + p(ace) - p(spade n ace)

Probability = required outcome / Total possible outcomes

P(spade) = 13 / 52

P(ace) = 4 / 52

P(spade n ace) = 1 / 52

P(spade U ace) = p(spade) + p(ace) - p(spade n ace)

= 13/52 + 4/52 - 1/52

= 16 / 52 = 4 /13

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Answer: x=20

Step-by-step explanation:

The two angles are vertically opposite so they are equal to each other

7x-99=2x+1

5x=100

x=20

Answer:

x=127

Step-by-step explanation:

Given function:

Subtract 132 by 5:

Divide 127 by 1:

Therefore, x=127..

Answer: X = 65

Step-by-step explanation:

Brainliest tell if i'm right or wrong

A) A 747 Airplane is 762 inches tall. 762 inches is equal to 63.5 feet, so the airplane is 63.5 feet tall.

An airplane is a type of aircraft that is heavier than air and propelled by one or more jet engines. It is used for transport across long distances, typically carrying passengers and cargo.

The river raft ride at the amusement park can hold 12 riders at a time. 527 people divided by 12 riders per ride is 44.75. This means the ride will need to run 44 times in order to get all 527 people through the ride.
One school bus can hold 46 students. There are 24 students in each of the 5 fifth grade classes. 24 students times 5 classes is 120 students, so they will need 3 buses in order to transport everyone to the zoo for a field trip.
Write and solve a word problem that requires long division AND has a remainder.
Samantha has 192 lollipops. She wants to evenly divide them into bags of 10. How many bags will she need and how many lollipops will be left over?
192 divided by 10 is 19 with a remainder of 2. Samantha will need 19 bags and will have 2 lollipops left over.

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