the opposite of the oppsite of 28,or (-28),is equivalent to which of the following
0
-28
28​

13

First, we divide to figure out how much Jane makes an hour

143 ÷ 11 = 13

Second, we multiply multiply by 13 until we get 169

13 × 13 = 169

So Jane will make 169 dollars in 13 hours

Answer:

13 Hours

Step-by-step explanation:

$143 ÷ 11hrs = $13/hr that Jane is paid, so to find how many hours she will need to work to make $169

$169 ÷ $13 = 13 hours

Answer:

[tex]3^2-5[/tex]

Step-by-step explanation:

    Given equation:

 ( 3 - 2^2) + 5

  3 - 4 + 5   (Simplify exponent)

 -1 + 5  (Solve 3 - 4)

  4 (Simplified)

Evaluation

2^2 + 5

4 + 5

9 (not the answer)

3^2 - 5

9-5

4  (answer)

Therefore , the solution of the given problem of equation comes out to be  f(x) = sin(/2 x) (when x = 1 or 2).

Variable words are commonly used in complex algorithms to show consistency between two statements that are not compatible. Academic expressions called equations are used to show the equality of various academic numbers. In this case, normalization yields b + 7 as opposed to a single formula the fact that split 12 into two parts, which can be used with data collected from y + 7.

Here,

The goal is to construct a trigonometric equation with only answers at

x = 1 and x = 2.

f(x) = A sin(Bx+C+D)

=> B + C + D + A = 0 (equation 1)

=> Equation 2: A sin(2B + C + D) = 0

=> B + C sin A = 0 (equation 3)

=> Sin(2B+C) = A = 0 (equation 4)

Since sin(x) = 0 when x is a multiple of, formulae 3 and 4 can be rewritten as follows:

=> B + C = nπ (equation 5)

=> 2B + C = mπ (equation 6)

with numbers n and m. When we simultaneously solve equations 5 and 6 for B and C, we obtain:

=> B = (m - n)π/2 (equation 7)

=> C = nπ - B (equation 8)

=> When x = 1, C = /2 - /2 = 0.

=> When x = 2, C =  − /2 = 3/2.

Thus, the result is as follows:

when f(x) = sin(/2 x) (when x = 1 or 2)

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The height and slant height of the cone is 7.64 inches and 9.38 inches respectively.

What is volume of cone ?

The volume of a cone is the amount of space occupied by the cone and is given by the formula:

[tex]Volume of a cone = (1/3) * pi * r^2 * h[/tex]

where pi is the mathematical constant approximately equal to 3.14, r is the radius of the circular base of the cone, and h is the height of the cone.
The formula for the volume of a cone can be derived by using calculus or by dividing the cone into a series of infinitesimally thin circular disks, calculating the volume of each disk, and summing up the volumes to obtain the total volume of the cone

According to the question:
To solve this problem, we need to use the formulas for the volume and surface area of a cone:

[tex]Volume of a cone = (1/3) * pi * r^2 * h[/tex]

Surface area of a cone = [tex]pi * r * (r + \sqrt{h^2 + r^2})[/tex]

where r is the radius of the base, h is the height, and pi is a mathematical constant approximately equal to 3.14.

First, we need to find the radius of the cone. The diameter is 10 inches, so the radius is half of that, or 5 inches.

The volume of the cone is given as 300 cubic inches. We can plug in the values we know and solve for the height:

[tex]300 = (1/3) * pi * 5^2 * h[/tex]

[tex]h = 300 / ((1/3) * pi * 5^2)[/tex]

[tex]h \approx 7.64 inches[/tex]

So the height of the cone is approximately 7.64 inches.

Next, we can use the Pythagorean theorem to find the slant height of the cone.

[tex]slant height^2 = radius^2 + height^2[/tex]

[tex]slant height^2 = 5^2 + 7.64^2[/tex]

[tex]slant height \approx 9.38 inches[/tex]

So the slant height of the cone is approximately 9.38 inches.

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Answer:

Step-by-step explanation:

(1\2, 4) = (0.5, 4)

Answer:

Alright

Step-by-step explanation:

50/1.428

Multiply the numerator by the denominator to get 50000/1428

Set equation up in long division format

Divide 50000 by 1428 to get 3

Divide 7160 by 1428 to get 5

Divide 200 by 1428 to get 0

Divide 2000 by 1428 to get 1

Divide 5720 by 1428 to get 4

Divide 80 by 1428 to get 0

Divide 800 by 1428 to get 0

35.014

Answer:313:)

Step-by-step explanation:

60 adult tickets and 45 children tickets were sold.

Let's use algebra to solve the problem:

Let x be the number of adult tickets sold.

Let y be the number of children tickets sold.

From the problem, we know that:

x + y = 105 (total tickets sold)

10x + 6y = 870 (total amount raised)

We can solve this system of equations by using elimination:

Multiply the first equation by 6: 6x + 6y = 630

Subtract the second equation from the first: 4x = 240

Solve for x: x = 60

Now we can use x to find y:

x + y = 105

60 + y = 105

y = 45

Therefore, 60 adult tickets and 45 children tickets were sold.

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The corresponding point on the graph is (9, 21). This point is within the normal respiratory rate region, which is defined by the system of linear inequalities. Therefore, model breakdown has not occurred.

The given problem involves the normal respiratory rates of children aged 3 to 15 years. The respiratory rate, measured in breaths per minute, is represented as a function of age using a system of linear inequalities. The graph depicts a normal respiratory rate region that models the respiratory rate ranges shown in the table. The problem requires us to identify a specific point on the graph that corresponds to a respiratory rate of 21 breaths per minute for a 9-year-old child. The ordered pair (9, 21) represents the corresponding point on the graph.

Further, we need to determine if this point lies within the normal respiratory rate region or if model breakdown has occurred. The system of linear inequalities defines the normal respiratory rate region, and we can determine if the point (9, 21) satisfies these inequalities. In this case, the point (9, 21) lies within the normal respiratory rate region and satisfies the system of linear inequalities. Therefore, model breakdown has not occurred, and the given model is an appropriate approximation of the normal respiratory rate region for children aged 3 to 15.

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Answer:

Step-by-step explanation:

Simplify the expressionApply the logarithm power identityApply the logarithm product identitySimplify the expression2Exponentiate both sides

log10(4x8)=2log10(48)=2

48=102

x=258=258√

Answer:

Step-by-step explanation:

To find the total distance traveled in the first second, we need to find the distance traveled during the first half-second and then double it.

The particle starts 2 cm to the right of 0, so its position function is given by:

s(t) = t - t^2 + 2

The distance traveled by the particle during the first half-second (from t = 0 to t = 0.5) is given by:

distance = |s(0.5) - s(0)|

We have:

s(0.5) = 0.5 - (0.5)^2 + 2 = 2.25 cm

s(0) = 0 - 0^2 + 2 = 2 cm

So, the distance traveled during the first half-second is:

|2.25 - 2| = 0.25 cm

To find the total distance traveled in the first second, we double this distance:

total distance = 2 * 0.25 = 0.5 cm

Therefore, the total distance traveled in the first second is 0.5 cm.

the organization needs to sell at least 22 tickets to break even.

What is the arithmetic operation?

The four fundamental operations of arithmetic are addition, subtraction, multiplication, and division of two or more quantities. Included in them is the study of numbers, especially the order of operations, which is important for all other areas of mathematics, including algebra, data management, and geometry. The rules of arithmetic operations are required in order to answer the problem.

Let C be the total production cost and n be the number of tickets sold.

From the problem, we know that the organization had a net loss of $800 after selling 10 tickets, so we have:

10(70) - C = -800

Simplifying, we get:

C = 1500

This means that the total production cost was $1500.

The revenue from selling n tickets at $70 per ticket is given by:

R = 70n

Substituting the values of R and C, we get:

70n = 1500

Solving for n, we get:

n = 1500/70 = 21.43

Since we can't sell a fraction of a ticket, we need to round up to the nearest whole number.

Therefore, the organization needs to sell at least 22 tickets to break even.

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Answer: 6

Step-by-step explanation:

21 - 1 = 20

20 - 2 = 18

18 - 3 = 15

15 - 4 = 11

11 - 5 = 6

Answer:

[tex]yeah \: 2 + 2 = 4[/tex]

the extended sheet  in Europe has a greater area than the standard letter size paper. The difference in area between the two is about 20 square cm, it can make a difference in certain applications.

area of rectangle = length * breath  

The standard sheet of paper commonly used in the United States and Canada is known as "Letter" size paper, which measures 8.5 inches by 11 inches (21.59 cm x 27.94 cm). To compare the area of this paper to the extended sheet of paper used in Europe, we need to convert the dimensions to centimeters.

So, the area of the standard letter size paper in centimeters would be:

21.59 cm x 27.94 cm = 603.78 square cm

On the other hand, the extended sheet of paper in Europe measures 21.0 cm by 29.7 cm. Therefore, its area would be:

21.0 cm x 29.7 cm = 623.70 square cm

the extended sheet of paper in Europe has a greater area than the standard letter size paper used in the United States and Canada. The difference in area between the two is about 20 square cm, it can make a difference in certain applications.

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the product of (x + 3/x)² is x² + 6 + 9/x².

Why it is and what is Algebra?

To find the product of (x + 3/x)², we can use the formula for squaring a binomial:

(a + b)² = a² + 2ab + b²

In this case, we have a = x and b = 3/x, so we can substitute these values into the formula and simplify:

(x + 3/x)² = x² + 2(x)(3/x) + (3/x)²

= x² + 6 + 9/x²

Therefore, the product of (x + 3/x)² is x² + 6 + 9/x².

Algebra is a branch of mathematics that deals with the study of mathematical symbols and the rules for manipulating these symbols. It involves the use of letters and symbols to represent numbers and quantities in equations and expressions. The primary goal of algebra is to solve mathematical problems and equations using various operations such as addition, subtraction, multiplication, and division.

Algebraic concepts can be applied to a wide range of mathematical and real-world problems, including geometry, physics, engineering, economics, and statistics.

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Complete question:

Find the product of (x + 3/x)²2.

Answer:

subtract 20; 80, 60, 40

The pattern is to subtract 20 from the previous term.

Next three terms: 20, 0, -20.

Therefore, the sequence continues as follows:

80, 60, 40, 20, 0, -20.

The coordinates of the point P on the directed line segment from A to B such that P is 2/3 the length of the line segment from A to B are (-1, 2).

The coordinates of point P are obtained applying the proportions in the context of the problem.

P is 2/3 the length of the line segment from A to B, hence the equation is given as follows:

P - A = 2/3(B - A)

Then the x-coordinate of P is obtained considering the x-coordinates of A and B as follows:

x - 9 = 2/3(-6 - 9)

x - 9 = -10

x = -1.

The y-coordinate of P is obtained considering the y-coordinates of A and B as follows:

y + 8 = 2/3(7 + 8)

y + 8 = 10

y = 2.

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The Converse of the Pythagorean Theorem is proved below.

What is Pythagoras Theorem ?

Pythagoras' theorem is a fundamental principle in geometry that states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

The converse of the Pythagorean theorem states that if a triangle has sides of length a, b, and c, where c is the longest side, and a² + b² = c², then the triangle is a right triangle.

To prove the converse of the Pythagorean theorem, we can use the fact that in a right triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the lengths of the other two sides. That is, if a triangle has sides of length a, b, and c, where c is the longest side and c² = a² + b², then the triangle is a right triangle.

Proof:

Suppose we have a triangle ABC, with sides of length a, b, and c, where c is the longest side. Assume that a² + b² = c². We want to show that triangle ABC is a right triangle.

We will use the Law of Cosines to show that angle C is a right angle. The Law of Cosines states that for any triangle ABC with sides of length a, b, and c opposite angles A, B, and C, respectively:

c² = a² + b² - 2ab cos(C)

Substituting a² + b² = c² into this equation, we get:

c² = c² - 2ab cos(C)

2ab cos(C) = 0

cos(C) = 0

Since 0 is the cosine of 90 degrees, this implies that angle C is a right angle. Therefore, triangle ABC is a right triangle.

Thus, this completes the proof of the converse of the Pythagorean theorem.

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The values of the side w and the angle x are 2.649 and 26. 206 degrees respectively.

It is important to note that there are different types of trigonometric identities are;

From the image shown, we have;

Using the sine identity

sin θ = opposite/hypotenuse

sin 32 = w/5

find the value

w = 2. 649

To determine the value of angle x , we have;

Using the sine identity

sin x = w/6

sin x = 2. 649/6

sin x= 0. 4416

Take the sine inverse

x = 26. 206 degrees

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Answer:

You divide by five because it's the common factor of 5 and 15 in the 4th line of work and the goal is to solve for x. The only way to get x alone in the inequality 5x>15 is to divide each side by 5. This would give you x and 3, hence the answer: x > 3

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

Answer:

  148 cm²

Step-by-step explanation:

You want the surface area of a cuboid with edge lengths 4 cm, 5 cm, and 6 cm.

The formula is shown in your problem statement.

It can be made easier to compute using a little rearranging:

  SA = 2LW +2LH +2WH

  SA = 2(LW +LH +WH)

  SA = 2(LW +H(L +W))

The choice of dimensions for L, W, and H doesn't matter.

  SA = 2(4·6 +5(4+6)) = 2(24 +5(10)) = 2(74) = 148 . . . . cm²

The surface area is 148 cm².

if Leo has provided the coordinates of the jungle gym and the four-square courts, we can use the distance formula to calculate the distance between them.  the four-square courts are approximately   [tex]7.2[/tex] grid units, or 36 feet (since the scale is 1 grid = 5 feet).

The distance formula is:

[tex]d = sqrt((x2 - x1)^2 + (y2 - y1)^2)[/tex]

where  [tex](x1, y1)[/tex] and [tex](x2, y2)[/tex] are the coordinates of two points, and d is the distance between them.

For example, let's say the jungle gym is located at (3, 4) on the grid, and the four-square courts are located at (9, 8). Using the distance formula, we have:

[tex]d = sqrt((9 - 3)^2 + (8 - 4)^2)[/tex]

[tex]= sqrt(6^2 + 4^2)[/tex]

[tex]= sqrt(36 + 16)[/tex]

[tex]= sqrt(52)[/tex]

[tex]\approx 7.2[/tex]

Therefore, the distance from the jungle gym to the four-square courts is approximately   [tex]7.2[/tex] grid units, or 36 feet (since the scale is 1 grid = 5 feet).

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Answer:

Step-by-step explanation:

y = 3x + 9

Answer:

It will be same as angle x because they are on the same line and are alternative angles

So, measurement of angle u will be u=152

Step-by-step explanation:

Hope this helps:)

Good luck

The mode for the region A is 2.6.

What exactly is mode?

In statistics, the mode is the value that has highest frequency in a data set. It is one of the three measures of central tendency, along with the mean and median.

To find the mode of a data set, you simply identify the value that appears most often. If no value is repeated, the data set has no mode.

The mode is particularly useful when dealing with categorical data or data that can be easily grouped into categories, such as colors, types of fruit, or letter grades. In such cases, the mode can provide insight into which category is most common or prevalent.

Now,

As given Values for Region A are

2.3  2.5  2.6  2.6  2.6  2.7  2.7  2.8

Here 2.6 comes most times or frequency of 2.6 is highest of all.

Hence,

           The mode for the region A is 2.6.

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Answer:

A fraction tells you how many parts of a whole there are. When we find a fraction of an amount, we are working out how much that 'part' is worth within the whole. You can see fractions of amounts all around us

Step-by-step explanation:

i may be wrong but I tried