y= "-2x+4" y=2x How many solutions does the system of equations have? • One solution * Infinitely many solutions * No solution

The value of sin(θ) is 0.31 and it lies in the third and fourth quadrants. if the value of the cosine of θ is −0.95.

cos(θ) = -0.95

To calculate the value of sin(θ), we can use the Pythagorean theorem:

[tex]sin^{2}[/tex] (θ) +[tex]cos^{2}[/tex] (θ) = 1

We can rearrange the Pythagorean identity to solve for sin(θ):

[tex]sin^{2}[/tex] (θ)= 1 - [tex]cos^{2}[/tex]

sin(θ) = ±[tex]\sqrt{1-cos^{2}}[/tex] *(θ)---------  (equation 1)

Substitute the value of the cosine of θ = −0.95 in Equation 1

sin(θ) = ±[tex]\sqrt{1-cos^{2}}[/tex] *(θ)

sin(θ) = ±[tex]\sqrt{(1 - 0.9025)}[/tex]

sin(θ) = ±[tex]\sqrt{0.0975}[/tex]

The positive value determines that the value is in the first and second quadrants, Negative shows the third and fourth quadrants.

sin(θ) = [tex]\sqrt{ 0.0975}[/tex]

sin(θ) = 0.312

Therefore, we can conclude that the value of sin(θ) is 0.312.

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As far as a 5/1 ARM is concerned, note that the "1" refers to how often the rate can be adjusted after the initial fixed-rate period ends.

A 5/1 ARM is an adjustable rate mortgage loan (ARM) that has a fixed interest rate for the first five years. Following that, the 5/1 ARM transitions to an adjustable interest rate for the remainder of its term. The terms "variable" and "adjustable" are frequently used synonymously.

If you want a low monthly payment and don't expect to stay in your house for long, a 5/1 adjustable-rate mortgage (ARM) loan may be worth considering. For the first five years, rates on 5/1 ARMs are typically lower than rates on 30-year fixed-rate mortgages.

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Answer:

xs7

Step-by-step explanation:

Answer:

800 books

problem solving steps：

adults:60%

young people:5%

children=100%-60%-5%

=35%

35%=280 books

1%=280÷35

=8

100%=800

so,there are 800 books

Equation which can be used to solve for the value of x is

3x° + 2x° + 80 °= 180° .

Straight angle pair is the sum of two or more angles that are in pair of angles that form a straight line is always equal to 180°.

As shown in the diagram angle on the lines are -

3x ° , 80° , 2x° respectively

Sum of all these angle will be equal to 180°.

3x° + 2x° + 80° = 180

The correct equation to find the value of x is 3x° + 2x° + 80° = 180° .

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The condition that will prove the two triangles similar is

side JL = 8 * side ZX

angle L = angle Z

Similar triangles are  triangles which have the  similar shape however not necessarily the equal size. More officially, two triangles are comparable if their corresponding angles are congruent and their corresponding aspects are in proportion.

This means that if we had been to scale one triangle up or down uniformly, the ensuing triangle could be much like the original triangle.

In the figure, the scale is 8

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Answer:

[tex]C. -5.15\cdot10^{13}[/tex]

Step-by-step explanation:

[tex]Common\ ratio\ (r)=\frac{a_{n+1}}{a_n}=(-3)\\\\Sum\ (S_n)=\frac{a(r^n-1)}{r-1}\ \ (r\neq1)\\\\\implies S_n=\frac{1\ (\ (-3)^{30}-1\ )}{-4}\\\\\implies S_n=\frac{205891132094649-1}{-4}\\\\\approx\frac{206\cdot10^{12}}{-4}\\\\\approx-5.15\cdot10^{13}[/tex]

Answer:

y- intercept = - 6

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

here slope m = 2 , then

y = 2x + c ← is the partial equation

to find c substitute (5, 4 ) into the partial equation

4 = 2(5) + c = 10 + c ( subtract 10 from both sides )

- 6 = c

that is the y- intercept c = - 6

a. The first term of the arithmetic sequence is 12.

b. The value of n for which the nth term is -33 is 16.

c. The common difference of the arithmetic sequence is -3.

a. The first term, u1, can be found by substituting n=1 into the given formula for the nth term:

u1 = 15 - 3(1) = 12

b. To find the value of n for which the nth term is -33, we set the formula for the nth term equal to -33 and solve for n:

un = 15 - 3n = -33

Adding 3n to both sides, we get:

15 = -33 + 3n

Adding 33 to both sides, we get:

48 = 3n

Dividing both sides by 3, we get:

n = 16

c. The common difference, d, is the difference between any two consecutive terms of the sequence. To find d, we can subtract any two consecutive terms, such as u2 and u1:

u2 = 15 - 3(2) = 9

u1 = 15 - 3(1) = 12

d = u2 - u1 = 9 - 12 = -3

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The requried area of the shaded shape is 5 square millimeters.

From the figure,
The area of the green shaded area is given by:
The area of a single square is given as = 1 * 1 = 1 square millimeters.
Now there is 5 square in the shaded region, So the area is given as:

= 5 * 1 = 5 square millimeters.

Thus, the requried area of the shaded shape is 5 square millimeters.

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The chambered nautilus is a fascinating marine animal that belongs to the family of cephalopods.

It is notable for its unique, spiral-shaped shell that is divided into a series of chambers.

The nautilus lives in the outermost chamber of its shell, which it can control by adjusting the amount of gas and fluid inside it. This allows the nautilus to regulate its buoyancy and move up or down in the water column.

The nautilus has been around for millions of years and is sometimes called a "living fossil" because of its ancient lineage.

Unfortunately, due to overfishing and habitat destruction, many species of nautilus are now endangered.

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The given question is incomplete, the complete question is:

A chambered nautilus is a marine animal form which family?

Answer:

Muhammad biked 64 miles

Step-by-step explanation:

Olivia biked 8 miles.

Cameron biked 4 times as many miles as Olivia, and Muhammad biked 2 times as many miles as Cameron.

Cameron: 4 x 8 = 32

Cameron biked 32 m.

Muhammad: 32 x 2 = 64

Muhammad biked 64 miles.

If the size of matrix "M" is 9×10, and a scalar "c" is multiplied by matrix, then the size of "cM"  will be 9×10.

We know that when a scalar is multiplied to a matrix, each element of the matrix gets multiplied by that scalar.

In this case, the scalar "c" is multiplied with the Matrix "M";

So if a scalar "c" is multiplied by a matrix "M" of size 9×10, then the resulting matrix "cM" will also have the same number of rows and columns as the original matrix "M".

Therefore, the size of "cM" will also be 9×10.

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Answer:

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Step-by-step explanation:

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Okay, here are the steps to solve this problem:

1) The height (h) of the rocket t seconds after launch is given as: h = - 3t2 + 0t + 48

2) We want to find the time (t) when the rocket hits the ground (h = 0)

3) Set the formula equal to 0: - 3t2 + 0t + 48 = 0

4) Factor the left side: - 3(t2 - 0t) + 48 = 0

5) Solve for t2 - 0t: t2 - 0t = 16

6) Add 0t to both sides: t2 = 16 + 0t

7) Take the square root of both sides: t = 4

Therefore, the time for the rocket to hit the ground is 4 seconds.

So in this case, t = 4

Let me know if you have any other questions!

Answer:

4 seconds.

Step-by-step explanation:

When the rocket hits the ground, its height will be 0. Therefore, since we are given an expression for the height of the rocket dependent on the time, we can simply set it equal to 0 and solve for the time and find how long the rocket will take to hit the ground. I'm assuming the equation is[tex]h = -3t^{2} + 48[/tex]

Now set this equal to 0

[tex]0 = -3t^2+48[/tex]. Solve for t by isolating it.

[tex]-48 = -3t^2[/tex]

[tex]16 = t^2[/tex]

From here, by taking the square root, we see that t is either equal to 4 or -4 in seconds. Since we can't have negative time, we can clearly see that the answer is 4 seconds.

Hope this helps

The factored form of x² + 12 using the difference of squares formula is

(x + 2√3)(x - 2√3).

We have,

To factor x² + 12 using the difference of squares formula, we need to express it as the difference between two squares:

x² + 12 = x² + (2√3)²

Now we can use the difference of squares formula, which states that:

a² - b² = (a + b)(a - b)

In this case, we have a = x and b = 2√3. So we can write:

= x² + 12

= x² + (2√3)²

= (x + 2√3)(x - 2√3)

Therefore,

The factored form of x² + 12 using the difference of squares formula is

(x + 2√3)(x - 2√3).

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1. The equation of the form y = a • bˣ is y = 81 x (¹/₃)ˣ

2. His stamp should be worth approximately $7,851.47 after 6 years.

3. The equation of the form y = a • bˣ is y = (¹/₁₆) x 2²ˣ ⁺ ⁵

1. One will see that y is decreasing by a factor of 3 as x increases by 1. Therefore, we can write the equation as:

y = 81 x (¹/₃)ˣ

2. The increase in value of the stamp can be calculated using the formula:

V = P(1+r)ᵗ

where V is the future value, P is the present value, r is the annual interest rate as a decimal, and t is the number of years.

Substituting the given values:

V = 4900(1+0.075)⁶

V ≈ $7,851.47

Therefore, the stamp should be worth approximately $7,851.47 after 6 years.

3. One will see that y is increasing by a factor of 2 as x increases by 1. Therefore, we can write the equation as:

y = (1/16) x 2²ˣ ⁺ ⁵

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The inverse variation is y = 9/x, using that equation we can see that n = 9.

An inverse variation between two variables x and y can be written as:

y = k/x

Where k is a constant.

We know that this inverse variation contains the point (3, 3), replacing these values we have:

3 = k/3

3*3 = k

9 = k

Then the inverse variation is:

y = 9/x

Now we want to find n such that (1, n) is on the relation above, then we will get:

n = 9/1

n = 9

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The number of students in each row after any number of years, as long as the increase in rows and columns is uniform every year.

Assuming that the increase in rows and columns is uniform every year, we can derive the formula for the number of students in each row as follows:

Let's start with the initial number of rows and columns, which we'll call R0 and C0, respectively, and the number of students in each row, which we'll call S.

After one year, the number of rows and columns will increase by 5, so we'll have R1 = R0 + 5 and C1 = C0 + 5. The total number of students will be R1 x S. We can also express this in terms of the initial number of rows and columns as:

R1 x S = (R0 + 5) x S

Expanding the brackets, we get:

R1 x S = R0 x S + 5 x S

Subtracting R0 x S from both sides, we get:

(R1 - R0) x S = 5 x S

Dividing both sides by 5 x (R1 - R0), we get:

S = 5 / (R1 - R0)

We can use this formula to calculate the number of students in each row after any number of years, as long as the increase in rows and columns is uniform every year.

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The area of the triangle is 6 sq units.

The area of the triangle is calculated by applying the following formula;

A = ¹/₂ x b x h

where;

The base of the triangle = 3 - 0 = 3

The vertical height of the triangle = 5 - 1 = 4

Area = ¹/₂ x 4 x 3

Area = 6 sq units.

Thus, the area of the triangle is a function of base and height.

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Answer:

60

Step-by-step explanation:

180 - 120 = 60

Answer:

(- 2, 0 ) , (1, - 3 )

Step-by-step explanation:

the solutions to the system of equations are at the points of intersection with the curve and the straight line.

points of intersection are at (- 2, 0 ) and (1, - 3 ) , then

solutions are (- 2, 0 ) , (1, - 3 )

Answer:

No, it is not a right triangle.

[tex] \sqrt{ {13}^{2} + \ {18}^{2} } = \sqrt{169 + 324} = \sqrt{493} [/tex]

√493 is not equal to 24.

Answer:

it doesn't

Step-by-step explanation:

it doesn't follow pythagoras theorem

a² = b² + c²

They need to sell at least 13 cups to gain profits.

Here, we have,

Givens

The initial cost is $1.20.

Each cup of lemonade costs 6 cents to make.

May's children sell 10 cents a cup.

First, we need to represents the cost of their investment.

0.06x = 1.20, because each cup costs 6 cents, and the initial costs of all is $1.20.

That means,

x= 20

They can produced 20 cups.

However, they already sell a cup for 10 cents. So, how many cups they need to sell to gain profits? We need to establish a similar relation,

0.10 x = 1.20

 x = 12

This means if they sell 12 cups, they will just cover the investment, that is, zero profits.

Therefore, they need to sell at least 13 cups to gain profits.

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complete question

Mary's children decide to run a lemonade stand to earn some extra money.The cost to start the business is $1.20 and each cup of lemonade costs 6 cents to make. If lemonade sells for 10 cents a cup,how many cups must Mary's children sell to make a profit?----Apply systems of equations

The value of x in the trapezoid is 2.

The mid points of a trapezoid is a line that goes across from the middle of one leg to the middle of the other leg.

Using the mid point theorem, let's find the value of x in the trapezoid as follows:

PS = 1 / 2 (QR + TU)

PS = x + 33

QR = -6x + 37

TU = 2x + 41

Therefore,

x + 33 = 1 / 2 (-6x + 37 + 2x + 41)

x + 33 =  1 / 2 (-4x + 78)

x + 33 = -2x + 39

x + 2x = 39 - 33

3x = 6

divide both sides by 3

x = 6 / 3

x = 2

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Answer:

8y

Step-by-step explanation:

Lets put these two parts into addition to make it easier.

(y)56x + 16y^2

(8y)7x + 2y^2

8y is the GCF(grates common factor)

In order to understand and prioritize the vaccination strategy for the community health clinic, first accurately assess the demographics of the community based on the data provided.

Calculating the absolute numbers of people in each group: over 65 and immunocompromised, and under 65 and immunocompromised. For this, we'll apply the given percentage to the total population of 50,000.

Knowing the total number of people in each category will help us understand the size of each target group and prioritize accordingly. The clinic's current priority is immunocompromised people over 65, so having the exact figure will aid in planning for vaccine supply and outreach strategies.

Furthermore, the analysis of this data can also aid in projecting the needs for future vaccine campaigns for the remaining community members. Finally, this detailed analysis will help in crafting an effective communication plan that emphasizes the clinic's priority of serving the most vulnerable first, while still acknowledging the needs of all community members.

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