How do you solve verifying identity with calculator?

Answers

Answer 1

Verifying Identity with a calculator requires an individual to enter specific numerical values into a calculator and then solve a given equation. This can be used to prove the validity of an equation, or the accuracy of a given answer.

The equation is typically written in algebraic form and includes numerical values.Verifying Identity with a calculator requires an individual to enter specific numerical values into a calculator and then solve a given equation. This can be used to prove the validity of an equation, or the accuracy of a given answer. For example, if an individual is asked to verify the identity [tex]sin^2x + cos^2x[/tex]= 1, they will be given numerical values to plug into the equation. For example, if they are given x = 60, they would enter[tex](sin60)^2 + (cos60)^2[/tex] into the calculator and solve. This should result in an answer of 1, proving the equation is accurate.

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Related Questions

I NEED HELP ON THIS ASAP!!!

Answers

The system of linear inequalities (x, y) has a solution that is (-1, 2)

What is the system of linear inequality

A system of linear inequalities is identical to a system of linear equations, but instead of equations, it is made up of inequalities. Many constraint scenarios are modeled using sets of linear inequalities.

We may determine the values of x and y in the above problem as;

x + y > 1 ...eq(i)

-x + y <= 3 ...eq(ii)

Solving both inequalities;

The solution is;

1 - x < y ≤ 3 + x

This is simple to plot on a graph, and the intersection will provide the answer;

The graph below shows the inequality's (x, y) solution, which is (-1, 2)

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how do i solve this -> y=x+46, y=7x+16

Answers

Answer:

x=5, y=51

Step-by-step explanation:

y = x + 46

y = 7x + 16   substitute equation 1 into equation 2 to get an expression all in terms of x, then solve for x

7x + 16 = x + 46

6x = 30

x = 30/6 = 5     substitute this into either equation and solve for y

y = 5 + 46 = 51

The elimination method was used to solve the following system of equations:

x2 – y = –3
x2 + y2 = 9

Which of the following is the correct y-coordinate of the solution? (5 points)
0
1
3
-4

Answers

Answer:

  (c)  3

Step-by-step explanation:

You want the y-value of the solution to the equations ...

x² -y = -3x² +y² = 9

Elimination

We are interested in the value of y, so it can be useful to eliminate x from the equation(s). The x² term appears in both, so it is convenient to subtract the first equation from the second.

  (x² +y²) -(x² -y) = (9) -(-3)

  y² +y = 12

  y² +y -12 = 0 . . . . . . subtract 12

  (y +4)(y -3) = 0 . . . . . factor

  y = -4 or +3 . . . . . . . . values that make the factors zero

Domain

Solving the first equation for y, we find ...

  x² +3 = y . . . . . . . add y+3

We know that x² cannot be negative, so this tells us the values of y will be ...

  y ≥ 3

Of the two solutions we found above, the value -4 is extraneous (not in the domain of y).

The y-coordinate of the solution is 3, choice C.

__

Additional comment

The solution is the point of intersection of the two curves shown in the attachment. The y-coordinate of that point is 3.

<95141404393>

The point (10, 10) is the midpoint of C and D. Given that the coordinates of C are (15, s) and the coordinates of D are (t, 3), solve for the values of the variables s and t. Show your work (HELP ME PLEASE)

Answers

Answer: T= 5 and s =17

Step-by-step explanation: Use the midpoint formula

Solve for T

^xm=^xC+^xD/2

15+t/2=10

15+t=20

Solve for S

^ym=^yC+^yD/2

s+3/2=10

s+3=20

a process in which a number is changed, such as by adding, subtracting, dividing or multiplying is definition of _____

Answers

Answer:operation

Step-by-step explanation:

What type of figure is shown above?

Answers

Answer:

See below

Step-by-step explanation:

This is a triangular prism:

h = Perpendicular height of prism

Base shape = Triangle

t = Perpendicular height of triangle


Volume of triangular prism =
Base Area × h

                  = Area of triangle × h

                  = [[tex]\frac{1}{2}[/tex] × Base of triangle × t] × h

                  = [[tex]\frac{1}{2}[/tex] × 5 in × 1.7 in] × 10 in

                  = 42.5 cubic inches


Total Surface Area =
[2 × Base Area] + Lateral Surface Area

             = [2 × Area of triangle] + [(Perimeter of triangle) × h]

             = {2× [[tex]\frac{1}{2}[/tex] × 5 in × 1.7 in]} + [(5 in + 3 in + 3 in) × 10 in]
             = 8.5 [tex]in^{2}[/tex]  + 110 [tex]in^{2}[/tex]

              = 118.5 square inches

2x+3y=11
x-3y = 1
What is the solution (x, y) to the given system of
equations?

Answers

Answer:

(x, y) = (4, 1)

i don't have an explanation lol

David drove 603 miles in 9 hours.
At the same rate, how many miles would he drive in 13 hours?

Answers

Answer:871

Step-by-step explanation:If he drove 603 miles in 9 hours, he drove 67 miles per hour. So in 13 hours he will drive 67x13, which is 871.

Answer:

Step-by-step explanation:

David would drive 871 miles. This is because 603 ÷ 9 = 67.

So, you'd have to multiply 67 times 13. Because 67 is the average mph.

A carnival charges $6 to enter and $.75 per ticket. Write a function rule that models this situation.
Rule:​

Answers

The function rule that models this situation is that increase in the number of tickets would lead to an increase in the total cost charged for each individual.

What is a direct relationship between two values?

A direct relationship between two values is said to exist when the increase in one value leads to the increase of the other.

The cost of 1 ticket = $.75

The cost to enter the carnival = $ 6

Therefore the total cost for each individual = 6+0.75 = $6.75

The cost for two tickets for two individuals = 2× 6.75 = $13.5.

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1) A bakery used one-sixth of a bag of chocolate chips to make 8 batches of cookies. How
much of the bag did they use for each batch?

Answers

Answer:

Step-by-step explanation:

1/6 ÷ 8

1/6 × 1/8

1/48

for each batch

Determine the number of 4g cremora sachets that will make 1kg cremora box.​

Answers

1kg = 1000 g
1000g\4 = 250

Answer is 250 sachets

A total of 250 packets of  4g cremora will make 1kg cremora box.

What is function?

A function is a elation between a dependent and independent variable.

Given are 4g cremora sachets.

We can write the total number of cremora sachets that will make 1kg cremora box as -

{n} = 1000/4

{n} = 250

Therefore, a total of 250 packets of  4g cremora will make 1kg cremora box.

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Given

(

)
=
4

+
4
h(x)=4x+4, find

(
2
)
h(2)

Answers

Answer:

h(2)=12

Step-by-step explanation:

Given:

h(x)=4x+4

Find:

h(2)

Substitute 2 into x.

[tex]h(2)=4(2)+4[/tex]

Solve:

[tex]h(2)=12[/tex]

Solve for y. 2x - 1/4y = 1

Answers

Solve for y: y=8x-4

Solve for y by simplifying both sides of the equation, then isolating the variable.

Cory and Veronica each multiplied one/2×5/2 Cory got six/ four and Veronica Cook got five over four which student found the correct answer explain

Answers

Answer:

Veronica is correct

Step-by-step explanation:

1/2 x 5/2 = 5/4

1/2 + 5/2 = 6/4

PLEASE HELP THIS IS S MATH TEST I NEED 4 QUESTIONS I'LL GIVE EXTRA POINTS
1 ).
Question
Select the values that are solutions of the inequality x/5≥3

2) Graph x<8

3)
Solve x−5≥1 and graph the situation

Question 4
Which graph represents the solution of 8≥x+6

Question 6
Solve 6m>24 then graph

Answers

1) values are 15, 16 and 17

2) Drawn in the graph (2)

3)  [tex]x \geq 6[/tex] and graph (3)

Question 6)  [tex]m > 4[/tex] and graph (6)

What is Inequality?

In Algebra, an inequality is a mathematical statement that uses the inequality symbol to illustrate the relationship between two expressions. An inequality symbol has non-equal expressions on both sides. It indicates that the phrase on the left should be bigger or smaller than the expression on the right, or vice versa.

1)

As per the given data:

Values are: 12, 13, 14, 15, 16, 17

Given inequality:

[tex]\frac{x}{5} \geq 3\\= x \geq 5\times3\\= x \geq 15[/tex]

The values of [tex]x[/tex] greater than or equal to 15 out of the given values are:

15, 16 and 17

15, 16, 17 are the solutions of the given equality.

2)

Given inequality:

[tex]x < 8[/tex]

For making the graph, first draw the point [tex]x=8[/tex]

The region to the left of the point [tex]x=8[/tex] will represent the graph as shown in the diagram.

3)

Given inequality:

[tex]x-5\geq 1[/tex]

= [tex]x \geq 1 + 5[/tex]

=  [tex]x \geq 6[/tex]

For making the graph, first draw the point [tex]x=6[/tex]

The region to the right and including the point  [tex]x=6[/tex] will represent the graph as shown in the diagram.

6)

Given inequality:

[tex]6m > 24[/tex]

= [tex]m > \frac{24}{6}[/tex]

= [tex]m > 4[/tex]

For making the graph, first the plot the point m = 4.

The region to the right of the point m = 4 will represent the graph as shown in the diagram.

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1, 6, 36, 216, 1296...

Write the recursive form of the sequence above.

Answers

Tn = 6Tn-1 is the recursive form of the sequence

Finding the recursive function of a geometric sequence

A geometric sequence is determined by its common ratio. The standard recursive formula is expressed as:

Tn = rTn-1

Determine the common ratio of the sequence

r = 6/1 = 36/6

r = 6

Substitute the common ratio into the formula to have:

Tn = 6Tn-1

Hence the recursive form of the sequence above is Tn = 6Tn-1

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Find x. Round your answer to the nearest tenth of a degree.

Answers

Answer:

x = 64.6 degrees

Step-by-step explanation:

Since this is a right triangle, we can use trig functions

cos theta = adjacent side / hypotenuse

cos x = 3/7

Taking the inverse cos of each side

x = cos^-1 ( 3/7)

x = 64.6 degrees

A blueprint of a concrete patio has a scale of 2 inches=5 feet. Use this to answer parts ​a, b, and c.

Answers

Expression for actual length and actual width of the concrete patio are

30x inches and 30y inches respectively.

What is scale factor?

A scale factor is defined as the ratio between the scale of a given original object and a new object, which is its representation but of a different size (bigger or smaller).

For example, if we have a rectangle of sides 2 cm and 4 cm, we can enlarge it by multiplying each side by a number, say 2.

Given,

A blueprint of a concrete patio has a scale of 2 inches=5 feet.

2 inches = 60 inches

scale factor = 60/2 = 30

Let length of the patio on the blue print is x inches

width of the patio on the blue print is y inches

then actual length of the 30x inches

actual width of the patio = 30y inches

Hence, 30x inches is actual length and 30y inches is actual width of the concrete patio.

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Find the value of z
6cm 15cm and right angle in triangle

Answers

For the given right triangle, the value of z is approximately 16.155 cm.

To find the value of z in a right triangle with sides 6 cm and 15 cm, we can use the Pythagorean theorem. The Pythagorean theorem states that in a right triangle, the square of the length of the hypotenuse (z) is equal to the sum of the squares of the lengths of the other two sides (6 cm and 15 cm).

So we can write the equation:

z^2 = 6^2 + 15^2

Simplifying the equation:

z^2 = 36 + 225

Adding the numbers on the right side of the equation:

z^2 = 261

Taking the square root of both sides of the equation:

z = √261

Approximating the square root:

z ≈ 16.155

Therefore, the value of z is approximately 16.155 cm.

Note: The question is incomplete. The complete question probably is: Find the value of z (hypotenuse) if the other dimensions are 6cm, 15cm and right angle in triangle.

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Arial says that, for any pair of linear realtions, if the coefficients of the y-terms are equal the coefficients of the x-terms are equal, the graphs of the two lines will be parallel. Give an example for which Arial's claim is true.

Answers

Arial's claim that the graphs of the two lines will be parallel if the coefficients are equal.

How to prove the claim ?

If the coefficients of the y-terms are equal and the coefficients of the x-terms are equal, the two lines represented by the equations will be parallel. Parallel lines have the same slope and do not intersect, meaning that their graphs will never cross.

To prove Arial's claim, here is an example:

y = 2x + 1 and y = 2x + 3

The coefficients of the y-terms are equal in both equations, since they both have a coefficient of 2 in front of the x-term. The coefficients of the x - terms are also equal, since they both have a coefficient of 1 in front of the constant term thereby making them parallel.

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Find area of figure with radius 20.8 ft, both terms of r and to the nearest tenth. Use 3.14 for r.

Answers

The area of this figure with radius 20.8 ft include the following: D. 432.64π ft² ≈ 1358.5 ft².

How to calculate the area of a circle?

Mathematically, the area of a circle can be calculated by using this mathematical expression:

Area = πr²

Where:

r represents the radius of a circle.

By substituting the radius into the formula for the area of a circle, we have the following;

Area of circle = π × 20.8²

Area of circle = 432.64π square feet.

Area of circle = 1358.5 square feet.

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I thought of a number, this number doubled is 9 more than the number itself. what is my number?

Answers

Possible answer: 9

Step-by-step explanation:

9 doubled is 18, and that is 9 more than the original number itself.

Unless I'm wrong.

Stefan is decorating a rectangular cake. He will put blue icing on the top three-fourths of the cake, as shown in this model. He will put red dots on the left one-fifth of the cake, as shown in this model. What fraction of the cake will have both blue icing and red dots? .

Answers



The fraction of the cake that will have both blue icing and red dots is one-fifth. This is because the red dots will be on the left one-fifth of the cake and the blue icing will cover the top three-fourths of the cake, which includes the left one-fifth. Therefore, one-fifth of the cake will have both blue icing and red dots.

A number cube was rolled as part of an experiment. The results are displayed in the table below. Number 1 2 3 4 5 6 Frequency 4 6 5 7 3 5 What is the best explanation of how to find the experimental probability of rolling a 3? To find the experimental probability of rolling a three, write a ratio of the number of times three occurs to the total number of trials. Simplify if necessary. To find the experimental probability of rolling a three, write a ratio of the total number of trials to the frequency of the number three. Simplify if necessary. To find the experimental probability of rolling a three, write a ratio of the number three to the total number of trials. Simplify if necessary. To find the experimental probability of rolling a three, write a ratio of the total number of trials to the number three. Simplify if necessary

Answers

The best explanation of how to find the experimental probability of rolling a 3:

To find the experimental probability of rolling a three, write a ratio of the number of times three occurs to the total number of trials.

What is Probability?

Probability refers to potential. A random event's occurrence is the subject of this area of mathematics.

The range of the value is 0 to 1. Mathematics has incorporated probability to forecast the likelihood of various events.

The degree to which something is likely to happen is basically what probability means.

We have the Data as:

Number    Frequency     Probability

1                      4                  0.13

2                      6                  0.20

3                      5                  0.17

4                      7                  0.23

5                      3                  0.10

6                      5                  0.17

total                30                 1.00

To find the experimental probability of rolling a three, write a ratio of the number of times three occurs to the total number of trials.

= 5/30

= 1/6

= 0.166

= 16.6% or 17%.

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If the force of two forces is 12 N acting at an angle of 90° to one forces and their greatest force is 18 N, determine the two forces.

Answers

Answer:Let the magnitude of smaller force is P, the magnitude of larger force is Q and the resultant force is R.

As the resultant force makes 90

 with the smaller force P then Q forms the hypotenuse of the triangle.

Thus, it can be written as,

Q

2

−P

2

=R

2

Q

2

−P

2

=(12)

2

Q

2

−P

2

=144                                (1)

The sum of magnitudes of two forces is given as,

P+Q=18

Q=18−P                                     (2)

Substituting the value from equation (2) in equation (1), we get

(18−P)

2

−P

2

=144

P=5N

Substituting the value of P in equation (1), we get

Q=18−5

=13N

Thus, the magnitude of the forces are 5N and 13N.

Step-by-step explanation:

what is the measure of angle L?
what is x?
what is the measure of angle M?
SHOW YOUR WORK

Answers

The value of angle L, x and angle M is 55°, 35 and 60° respectively

What is an equation?

An equation is an expression that shows the relationship between numbers and variables using mathematical operators like addition, subtraction, multiplication and division. Equations can be linear, quadratic.

From the triangle:

∠OLM + ∠MLN = 180° (sum of angles in a straight line)

125 + ∠MLN = 180°

∠MLN = 55°

Also:

∠MLN + ∠MNL + ∠LMN = 180 (sum of angle in a triangle)

substituting:

55 + (2x - 10) + 65 = 180

2x + 110 = 180

2x = 70

x = 35°

∠LMN = 2x - 10 = 2(35) - 10 = 60°

The value of angle M is 60°

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A human body that is performing light work generates about 700.0 BTUs of body heat per hour. If a room that is 12.0 x 13.0 x 11.0 is being painted by 3 people, how many BTUs per cubic foot do they produce in 2 hours

Answers

2.45 BTUs/ft³ is produced in 2 hours.

What are algebraic expressions?In mathematics, an expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.Mathematical symbols can designate numbers (constants), variables, operations, functions, brackets, punctuation, and grouping to help determine order of operations and other aspects of logical syntax.

It is given that a human body that is performing light work generates about 700 BTUs.

Total heat generated by 3 peoples in 1 hour -

Q{heat} = 3 x 700

Q{heat} = 2100 BTUs/hr

For the two hours -

Q{T} = 2100 x 2

Q{T} = 4200 BTUs                                              ... { 1 }

Volume of the room -

V{R} = 12 x 13 x 11

V{R} = 1716 ft³                                                  ... { 2 }

So, we can write as -

BTUs per cubic foot produced in 2 hours is -

{r} = Q{T}/V{R}

{r} = 4200/1716

{r} = 2.45 ft³

Therefore, 2.45 BTUs/ft³ is produced in 2 hours.

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what is -3x+y=6 on a graph?

Answers

The graph of the equation -3x+y=6 is linear and is attached with the answer below.

What is a linear equation?

A linear equation is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

A graph is the representation of the data on the vertical and horizontal coordinates so we can see the trend of the data.

The given linear equation is -3x+y=6. When we plot the linear equation -3x+y=6 on the graph it will be a straight line and the x and y-intercepts are -2 and 6 respectively.

The graph of the linear equation is attached with the answer below.

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Rickquan, wants a balance of $565 in his account. He deposited $65 in
his account and will save $25 per week. How many weeks will it take
Rickquan to reach his goal?

Answers

20

Step-by-step explanation:

cause 565-65 is 500 and divide that by 25 is 20.

Answer:

20 weeks

Step-by-step explanation:

starting with an initial 65 adding money each week after 20 weeks he would've added 500

What are the ACT math formulas that you absolutely have to know?

Answers

The ACT Math section tests a wide range of mathematical concepts and skills, so there are many formulas and concepts that you should be familiar with.

Here are some of the most important ACT math formulas that you should know:

1. Basic operations: addition, subtraction, multiplication, and division.

2. Exponents and roots: [tex]a^n[/tex] means a multiplied by itself n times; the nth root of a is the number that, when raised to the nth power, gives a.

3. Order of operations: parentheses, exponents, multiplication/division (from left to right), and addition/subtraction (from left to right).

4. Fractions: converting between fractions, decimals, and percents; adding, subtracting, multiplying, and dividing fractions.

5. Algebra: solving equations and inequalities; simplifying algebraic expressions; factoring quadratics; understanding linear and quadratic functions.

6. Geometry: properties of lines, angles, and polygons; Pythagorean theorem; trigonometric functions; volume and surface area of 3D shapes.

7. Probability and statistics: calculating probabilities; mean, median, and mode; standard deviation.

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