Answer:
Science is more interesting for me than math and fun!
Step-by-step explanation:
Answer:
Math is more fun for me because you get to learn more stuff in it. Plus, math can help you in everyday stuff like for example cooking.
Step-by-step explanation:
Everyone agrees that learning math can be difficult, but some people believe math is important and some people believe math is not important. Math is important for three reasons: math is everywhere, children need math, and God created math.
The first reason math is important is math is everywhere. Math is used in everyday life; it is useful, but it is more than just useful. Math is there to help us, to keep us well ordered, to help us learn new things, and to help us teach new things. Students will become adults who will use math in their jobs. All kinds of careers use math; for example, musicians, accountants, fashion designers, and mothers use math. However, math is not only used for things you do. It also brings order to everything around you; the world is organized essentially because it was made with math.
The second reason math is important is children need math. Now, as we all know, children are as chaotic as a volcanic eruption, but children, as they grow, need to learn patience. Patience is precisely what math teaches us. It also teaches us curiosity; for example, why is this rule used here? Why would that number be negative? Why is that equation set up like that? These are questions they will learn to ask if they are taught math. The parents’ job is to help their children grow up to become good people who are patient and wise, who want to learn even more about anything and everything. Their future depends on what they have learned and if they have learned mathematics, then they will be able to do many different things—maybe even anything—when they are adults.
The third reason math is important is God created it. This is a reason most adults use to convince their children that math is not boring and unimportant, so it may seem unoriginal. I believe, however, it is something that needs to be stated. God created the universe as well as math. The universe is full of math and it is orderly because of math. The sun is a certain distance from the earth; everything is organized in such a way that no matter what has happened we have always been safe. We need math. From this, you should be able to see how much we really do use and need math. We would not be able to process or even do everyday things without it. Math, in addition to these things, helps us to know God. God gave us math to live well and to serve Him. With everything we learn using math in science, we learn more about the world, which can help draw us closer to God.
Some people say math is unimportant because you don’t need math other than basic math principles—you can live without more complicated math. They say, if you need it, then simply use a calculator and leave the more complicated math to people who like math, the mathematicians. This, however, is not correct; you need math and could not live well without math, even including more complicated math concepts. God made us with a sense of curiosity so we can learn, do, and think about all sorts of things. Math is that thing that connects everything together, everything people love to do: music, cooking, painting, and everything else. Math is important.
Math is important because math is everywhere, children need math, and God created math. This matters to me and other children because math determines our future and how we choose to live.
Help find x and angle BEC
Answer:
x = 32 and BEC = 43
Step-by-step explanation:
3X + 41 = 137
3X = 96
X = 32
FOR BEC:
137 + 137 = 274
360-274=86 ( ANGLES AROUND A POINT ADD UP TO 360)
86/2 = 43
BEC/AED = 43 ( VERTICALLY OPPOSITE ANGLES ARE EQUAL)
hope this helps good luck!
the measures of the angles of a triangle are shown in the figure. solve for x
Answer:
solution,
x+41+59=180⁰ ( the sum of total angle of triangle is 180⁰)
or, x+ 100=180
or, X=180-100
so , X=80
Step-by-step explanation:
let us check
59+41+80=180
Find the quadratic equation whose parabola has vertex (3,-2) and y-intercept (0, 16). Give your
answer in vertex form.
Answer:
y = 2*(x - 3)^2 - 2
Step-by-step explanation:
Remember that a quadratic equation of vertex (h, k) is written as:
y = a*(x - h)^2 + k
Where a is the leading coefficient.
So, if we know that the vertex is at (3, - 2)
we have:
y = a*(x - 3)^2 + (-2)
And we want the y-intercept to be (0, 16)
This means that, when we take x = 0, we must have y = 16
if we replace these in the above equation we get:
16 = a*(0 - 3)^2 - 2
now we can solve this for a
16 = a*(-3)^2 - 2
16 = a*9 - 2
16 + 2 = a*9
18 = a*9
18/9 = a
2 = a
Then the quadratic equation is:
y = 2*(x - 3)^2 - 2
Hey, can anyone help me with this pls
Answer:
it's B
Step-by-step explanation:
I'm quite sure it is. Hope it helps u
What is the slope of the line on the graph below?
5
4
3
4
1
54 321
1 2 3 4 5 X
wy
-
0
Answer:
positive slope
Step-by-step explanation:
when a graph is sloping to the right it means it has a positive . the gradient of this straight is positive .
gradient of the line is greater than 0
The slope of the line is m = 2
What is an Equation of a line?The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept
And y - y₁ = m ( x - x₁ )
y = y-coordinate of second point
y₁ = y-coordinate of point one
m = slope
x = x-coordinate of second point
x₁ = x-coordinate of point one
The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )
Given data ,
Let the equation of line be represented as A
Now , the value of A is
Let the first point be P ( 1 , 3 )
Let the second point be Q ( 0 , 1 )
Now , the slope of the line is m = ( y₂ - y₁ ) / ( x₂ - x₁ )
Substituting the values in the equation , we get
Slope m = ( 3 - 1 ) / ( 1 - 0 )
m = 2
Therefore , the value of m is 2
Hence , the slope is 2
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A car left the house traveling north at 10 A.M. Another car left the house traveling south two hours later. If the cars traveled at the same rate and were 550 miles apart at 4 P.M , what was the rate of each car.
Answer:
55 mph
Step-by-step explanation:
Ryder used front end estimation to estimate the product of -24.98 - 1.29 what is the zestimate
Answer:
20
Step-by-step explanation:
The numbers whose product are to be obtained :
(–24.98)(–1.29)
To use front end approximation, numbers are rounded to the greatest place value :
For :
(-24.98) is rounded to - 20 (4 is rounded here to 0)
(-1.29) is rounder to - 1 (2 is rounded to 0)
Then, the product of the two numbers will be :
-20 * - 1 = 20
On the last day of a Shakespeare class, an English teacher asked her students which play
they liked the best, and she recorded the results to date.
2 liked Hamlet
8 liked Twelfth Night
2 liked a Midsummer Night's Dream
What is the experimental probability that the next student to respond likes Hamlet best?
Write your answer as a fraction or whole number
Answer:
ok so if we add this up we get that there is 14 kids in the class who have been polled and 2/14 or 1/7 likes hamlet so the chance is 1 out of 7
The experimental probability that the next student to respond likes Hamlet best is [tex]\frac{1}{6}[/tex] .
Concept:Probability = [tex]\frac{Favourable \ Outcomes }{Total \ Outcomes}[/tex]To find total outcomes, we will add all the students.To find the favorable outcomes, we will count the number of students that likes hamlet.How to solve the given question?Probability = [tex]\frac{Favourable \ Outcomes }{Total \ Outcomes}[/tex]Total Outcomes = 2 + 8 + 2 = 12Favorable outcomes = 2∴ [tex]P(E) = \frac{Favourable \ Outcomes }{Total \ Outcomes} = \frac{2}{12} =\frac{1}{6}[/tex]Thus, the experimental probability that the next student to respond likes Hamlet best is [tex]\frac{1}{6}[/tex] .
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Learning Activities
Solve the following problems. Choose
the letter of the correct answer
(Show your complete solutions)
1.) The sum of all the sides of a STOP sign is 104 inches. A STOP sign is an
with all sides equal. How many inches does each side measure?
B. 11 in
C. 13 in
D. 16 in
2.) In A ABC, LA and Beach measure 70% How many degrees are there in 202
A. 400
B. 50°
C. 60
D700
3.) The measures of the three angles of a quadrilateral are 49. 58, and 127. What
is the measure of the fourth angle?
A. 116
B. 126
C. 54
D. 64
A. 8 in
4.) Solve for the value of x in DEFG.
E
D
(x + 40)
130
A 400
B. 70°
C. 500
D. 90°
F
(2x-10)
G
5.) if the length of the two sides of an isosceles triangle are 3 cm and 7 cm, then
what must be the length of the third side?
Step-by-step explanation:
answers I the above photo
some of the questions are not clear
Answer:
1. C(13inches)
2. A(40°)
3. B(126°)
4. C(50°)
5. 7cm
Step-by-step explanation:
According To the Question,
1. Given, The sum of all the sides of a STOP sign is 104 inches. A STOP sign is Octagon with all sides equal.
Thus, Octagon has 8 equal side
So, Each Side Measure = 104/8 ⇔ 13inches
2. Given, In Triangle ABC, ∠A & ∠B each measure 70°
And, We Know Sum of all angles of a triangle is 180°.
Thus, ∠C = 180° - (∠A + ∠B) ⇔ 180°-140° ⇒ 40°
3. Given, The measures of the three angles of a quadrilateral are ∠A=49° ,∠B=58° & ∠C=127° .
And, We know sum of all angles of quadrilateral is 360°.
Thus, ∠D=360° - (∠A+∠B+∠C) ⇔ 360°-234° ⇒ 126°
4. Given, The measure of all the Four angles of a quadrilateral are ∠A=(x+40)°, ∠B=130°, ∠C=x° & ∠D=(2x-10)° .
And, We know sum of all the angles of quadrilateral is 360°.
Thus, ∠A+∠B+∠C+∠D = 360°
Put all the Values, we get
x+40+130+x+2x-10 = 360
4x+160 = 360
4x = 200 ⇔ 200/4 ⇒ 50°
5. Given, the length of the two sides of an isosceles triangle are 3cm and 7cm .
Now, in order to form a triangle the sum of any two side of a triangle is always greater than the third side of a triangle.
So, We have an isosceles triangle in which two sides is always equal & we have given two sides of 3cm & 7cm .
Assume, if third side be 3cm (First Side+Third side > Second side)
3+3 ⇒6cm which is not greater than 7cm(thus, the Triangle not possible if we assume 3cm as triangle's third side)
Hence, The other Side of Triangle Surely be 7 cm.
HURRY !!!!!! Which describes the correlation shown in the scatterplot?
Determina la masa molar y el volumen que ocupa la siguiente sustancia CO2, si su masa es de 28 gr. *
Answer:
Para el CO₂ sabemos que:
densidad = 0,001976 g/cm³
Sabemos que:
densidad = masa/volumen
Entonces, si tenemos una masa de 28 g, podemos escribir:
volumen = masa/densidad
volumen = (28g)/(0,001976 g/cm³) = 14,170 cm^3
Para obtener la masa molar (es decir, la masa de un mol de esta sustancia) simplemente sumamos la masa de un mol de cada componente.
Carbono: tiene una masa molar de 12 g/mol
Oxígeno: tiene una masa molar de 16 g/mol (y tenemos dos oxígenos)
entonces la masa molar va a ser:
masa molar = 12g/mol + 2*16g/mol = 44 g/mol
Es decir, un mol de CO₂, pesa 44 gramos.
10 normal six sided dice are thrown.Find the probability of obtaining at least 8 failuresif a success is 5 or 6.
Answer:
0.2992 = 29.92% probability of obtaining at least 8 failures.
Step-by-step explanation:
For each dice, there are only two possible outcomes. Either a failure is obtained, or a success is obtained. Trials are independent, which means that the binomial probability distribution is used to solve this question.
Binomial probability distribution
The binomial probability is the probability of exactly x successes on n repeated trials, and X can only have two outcomes.
[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]
In which [tex]C_{n,x}[/tex] is the number of different combinations of x objects from a set of n elements, given by the following formula.
[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]
And p is the probability of X happening.
A success is 5 or 6.
A dice has 6 sides, numbered 1 to 6. Since a success is 5 or 6, the other 4 numbers are failures, and the probability of failure is:
[tex]p = \frac{4}{6} = 0.6667[/tex]
10 normal six sided dice are thrown.
This means that [tex]n = 10[/tex]
Find the probability of obtaining at least 8 failures.
This is:
[tex]P(X \geq 8) = P(X = 8) + P(X = 9) + P(X = 10)[/tex]
So
[tex]P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}[/tex]
[tex]P(X = 8) = C_{10,8}.(0.6667)^{8}.(0.3333)^{2} = 0.1951[/tex]
[tex]P(X = 9) = C_{10,9}.(0.6667)^{9}.(0.3333)^{1} = 0.0867[/tex]
[tex]P(X = 10) = C_{10,10}.(0.6667)^{10}.(0.3333)^{0} = 0.0174[/tex]
Then
[tex]P(X \geq 8) = P(X = 8) + P(X = 9) + P(X = 10) = 0.1951 + 0.0867 + 0.0174 = 0.2992[/tex]
0.2992 = 29.92% probability of obtaining at least 8 failures.
the equation cos(x)( cos(x)-tan(x)sin(x)) simplifies to
Help me solve these 4 plssss ASAP
Step-by-step explanation:
[tex]1) \\ - 2 \leqslant x \leqslant 1 \\ 2) \\ - 3 > x \geqslant 2 \\ 3) \\ x> 0[/tex]
[tex]4) \\ x \leqslant - 3 \\ 5) \\ - 4 \leqslant x \geqslant 1[/tex]
[tex]6) \\ - 2< x \leqslant 0[/tex]
a rectangle is twice as long as it is wide and its perimeter is 432cm
a) work out the dimensions of the rectangle.
b) work out the area of the rectangle.
Let
Width of rectangle=xLength of rectangle=2xPerimeter=432cmWe know that in a rectangle
☆ Perimeter=2(Length+Breadth)
[tex]\\ \sf\longmapsto 2(x+2x)=432[/tex]
[tex]\\ \sf\longmapsto 2x+4x=432[/tex]
[tex]\\ \sf\longmapsto 6x=432[/tex]
[tex]\\ \sf\longmapsto x=\dfrac{432}{6}[/tex]
[tex]\\ \sf\longmapsto x=72[/tex]
[tex]\\ \sf\longmapsto 2x=2(72)=144[/tex]
Length=144cmBreadth=72cm☆Area=Length×Breadth
[tex]\\ \sf\longmapsto Area=144\times 72[/tex]
[tex]\\ \sf\longmapsto Area=10368cm^2[/tex]
f(x) =-x²+16 and g(x) =x+4
f(x)/g(x) = (x2-16)/(x+4)
The domain is all real numbers except x = -4 (because the denominator is zero at x = -4 and division by zero is undefined.)
We can simplify by factoring the numerator:
(x2-16)/(x+4) = (x-4)(x+4)/(x+4) = (x-4)
The domain is the same as the original expression: all real numbers except x = -4
which statment descirbes the soloution to a equation
a+5(2a-1)+3=11a-2
Answer:
Any real number.
Step-by-step explanation:
I dunno what you're asking, but Im assuming you need what a equals to.
[tex]a+5(2a-1)+3=11a-2\\a+10a-5+3=11a-2\\11a-2=11a-2\\[/tex]
The answer is any real number.
solutia reala a ecuatiei 4x la a doua = 6 intregi si 1/4 (dau coroana)
Answer:
x = + 5/4 or x = - 5/4
Step-by-step explanation:
[tex]4 x^2 = 6\frac{1}{4}\\\\4 x^2 = \frac{25}{4}\\\\x^2 =\frac{25}{16}\\\\x = \pm \frac{5}{4}[/tex]
13-?=7-2x
In the equation above what must ? be so that x has value of 2
Answer:
? = 10
Step-by-step explanation:
13 - (10) = 7-4 ....... 2×2 =4
3 = 3
if f(x)=3x-1 and g(x)=x+2, find (f-g)(x)
Answer:
2x - 3
Step-by-step explanation:
3x-1 - (x+2)
3x-1 -x -2
2x - 3
What is the monthly net income?? Show work plz
The length of a spring varies directly with the mass of an object that is attached to it. When a 30-gram object is attached, the spring stretches 9 centimeters. Which equation relates the mass of the object, m, and the length of the spring, s?
s = StartFraction 3 Over 10 EndFraction m
s = StartFraction 10 Over 3 EndFraction m
m = StartFraction 3 Over 10 EndFraction s
m = StartFraction 1 Over 30 EndFraction s
Answer:
it is b
Step-by-step explanation:
Answer:
it is b
Step-by-step explanation:
Find The Measure Of D
Answer:
138 Degrees
Step-by-step explanation:
Because it is adjacent to the 42 degrees, just subtract 42 from 180 to get 138 degrees.
Answer:
D+42*=180*
D=180-42
138
Step-by-step explanation:
mark as brainiest please
if 1/a+1/b+1/c=1/a+b+c then prove that 1/a^9+1/b^9+1/c^9=1/a^9+1/b^9+1/c^9
Answer:
The given relation is presented as follows;
[tex]\dfrac{1}{a} + \dfrac{1}{b} +\dfrac{1}{c} = \dfrac{1}{a + b + c}[/tex]
Where 'a', 'b', and 'c' are member of real numbers, we have;
a⁹, b⁹, and c⁹ are also member of real numbers
When a⁹ = x, b⁹ = y, and c⁹ = z
By the above relationship, we have;
[tex]\dfrac{1}{x} + \dfrac{1}{y} +\dfrac{1}{z} = \dfrac{1}{x + y + z}[/tex]
Substituting x = a⁹, y = b⁹, and z = c⁹, we get;
[tex]\dfrac{1}{a^9} + \dfrac{1}{b^9} +\dfrac{1}{c^9} = \dfrac{1}{a^9 + b^9 + c^9}[/tex]
Step-by-step explanation:
How many solutions exist for the system of equations in the graph?
Answer:
Two solutions
Step-by-step explanation:
The number of points of intersections represents the number of solutions to the system of equations. Since the parabola intersects the circle at two points, there are two solutions to the circle.
Furthermore, these two points of intersection are exactly the solutions to the system of equations. Finding the coordinates of the points of intersection will give you the solutions to the system of equations.
Determine if the graph is symmetric about the x-axis, the y-axis, or the origin.
r = 4 cos 5θ
Answer:
y-acis
Step-by-step explanation:
the function graph is symmetric about
- y-axis when it is an even function
-the origin ehen it is an even function
A symmetrical graph about the x-axis is not a function graph
f(×) is a even if and only if f(×) =f(×)
f(×) is a odd if and only f(×)=f(×)
We have the function r(0) = 4cos (50)
(only symmetry about the y-acis or about the origin)
Check r(-0)
r(-0) = 4cos (5-0) = 4cos (-50 = 4 cos (50)
Used cos (-× = cos ×
We have r(0). Therefore the graph of r(0) is symmectric about the y-axis.
In a bowl of fruit, there are green grapes and black grapes in the ratio 3:4 If there are 24 green grapes, how many black grapes are there?
answer is 32
ask me more questions any time
Express as simply as possible with a rational denominator
7/√10
Answer:
7√10 / 10.
Step-by-step explanation:
7/√10
Multiply top and bottom by √10:
= 7√10 / 10
10. What are the coordinates of point on the directed segment from A(2,-3) to B(8,-6) that
partitions the segment such that AC:CB is 4:2?
(1) (6,-5)
(3) (2,0)
(2) (-2, 2)
(4) (1, 1)
Answer:
(4, -4)
Step-by-step explanation:
Using the midpoint formula;
M(X,Y) = {(ax1+bx2)/a+b, (ay1+by2)/a+b}
X = (ax1+bx2)/a+b
Y = (ay1+by2)/a+b
Substitute
X = 4(2)+2(8)/4+2
X = 8+16/6
X = 24/6
X = 4
Also
Y = 4(-3)+2(-6)/6
Y = -12-12/6
Y = -24/6
Y = -4
Hence the required partition is (4, -4)
Solve for y please and thank you
Answer:
c) y = 8[tex]\sqrt{3}[/tex]
Step-by-step explanation:
in a 30-60-90° Δ the ratio of the sides, respectively, is 1: [tex]\sqrt{3}[/tex] : 2
if the side opposite the 30°∡ is 8 then 'y' is 8[tex]\sqrt{3}[/tex] and 'x' is 16