What is the value of x that makes the equation true?

Answer:

cosθ = [tex]\frac{12}{13}[/tex]

Step-by-step explanation:

Given

sinθ = - [tex]\frac{5}{13}[/tex] = [tex]\frac{opposite}{hypotenuse}[/tex]

This is a 5- 12- 13 right triangle

with opposite = 5, adjacent = 12 , hypotenuse = 13

since θ is in 4th quadrant then cosθ > 0

cosθ = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{12}{13}[/tex]

The trigonometric ratio of cos θ in quadrant IV is 12/13.

Trigonometry is mainly concerned with specific functions of angles and their application to calculations. Trigonometry deals with the study of the relationship between the sides of a triangle (right-angled triangle) and its angles.

For the given situation,

Sin θ = -5/13, and

θ lies in the quadrant IV.

By trigonometric ratio,

[tex]sin \theta = \frac{opposite}{hypotenuse}[/tex]

⇒ [tex]sin \theta = -\frac{5}{13}[/tex]

Here opposite side = 5 and

hypotenuse side = 13

The adjacent side can be calculated by using the Pythagoras theorem,

[tex]Hypotenuse^{2} = opposite^{2} +adjacent^{2}[/tex]

⇒ [tex]adjacent = \sqrt{hypotenuse^{2} -opposite^{2} }[/tex]

⇒ [tex]adjacent = \sqrt{13^{2} -5^{2} }[/tex]

⇒ [tex]adjacent = \sqrt{169 -25 }[/tex]

⇒ [tex]adjacent = \sqrt{144}[/tex]

⇒ [tex]adjacent = 12[/tex]

Thus [tex]cos \theta = \frac{adjacent}{hypotenuse}[/tex]

⇒ [tex]cos \theta = \frac{12}{13}[/tex]

θ lies in the quadrant IV, so cos θ > 0.

Hence we can conclude that the trigonometric ratio of cos θ in quadrant IV is 12/13.

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Answer:

144.5 or 144 1/2

Step-by-step explanation:

Rectangle:

Length times width = area

13(9) =

117

Triangle:

1/2 times base times height = area

1/2(11)(5) =

27.5 or 27 1/2

Total area: 144.5 or 144 1/2

So you basically get 104% of your Savings Account every two months for Plan A.

Plan B makes it 110% of your Savings Account every 6 months. Now we just calculate it...I'm sure your allowed a calculator, so just do 110% of it till 5 years.

If you still don't understand I can explain it more.

The number of turns or bumps in the graph of the function[tex]f(x)=7x^3-14x+2[/tex]  is 2.

A function is a process or a relation that associates each element 'a' of a non-empty set A , at least to a single element 'b' of another non-empty set B. A relation f from a set A (the domain of the function) to another set B (the co-domain of the function) is called a function in math.

f = {(a,b)| for all a ∈ A, b ∈ B}

Given,

[tex]f(x)=7x^3-14x+2[/tex]

Answer has shown in the attached file.

Hence, The number of turns or bumps in the graph of the function[tex]f(x)=7x^3-14x+2[/tex]  is 2.

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Answer:

its none

Step-by-step explanation:

Answer:

none of these answers are correct.

Answer:

Hello! answer: 2

Step-by-step explanation:

1 + 1 = 2 hope that helps!

Answer:

AC = 15.6

Step-by-step explanation:

AC = AE + EC

By he Pythagorean theorem,

A² + B² = C²

12² + 5² = AE²

144 + 25 = AE²

AE = √169

AE = 13

Find Angle AED

tan Angle AED = 12/5

Angle AED = tan-1 (12/5)

= 67.38°

Angle AED = Angle BEC

tan (67.38°) = BC/1

BC = 2.4

1² + 2.4² = EC²

6.76 = EC²

EC = √6.76

EC = 2.6

AC = 13 + 2.6

AC = 15.6

Answer:

x = 99,53633682

Step-by-step explanation:

sin(34) = x/178

x = sin(34)×178

x = 99,53633682

Step-by-step explanation:

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

Elena Makarova1*, Belinda Aeschlimann2 and Walter Herzog3

1Institute for Educational Sciences, University of Basel, Basel, Switzerland

2Swiss Federal Institute for Vocational Education and Training SFIVET, Bern, Switzerland

3Institute of Educational Science, University of Bern, Bern, Switzerland

Studies have repeatedly reported that math and science are perceived as male domains, and scientists as predominantly male. However, the impact of the gender image of school science subjects on young people's career choice has not yet been analyzed. This paper investigates the impact of the masculinity image of three school subjects—chemistry, mathematics, and physics—on secondary students' career aspirations in STEM fields. The data originated from a cross-sectional study among 1'364 Swiss secondary school students who were close to obtaining their matriculation diploma. By means of a standardized survey, data on students' perception of masculinity of science school subjects were collected using semantic differentials. The results indicate that for both sexes, math has the strongest masculinity attribution, followed by physics as second, and, finally, chemistry with the lowest masculinity attribution. With respect to gender differences, our findings have shown that among female students, the attribution of masculinity to the three school subjects does not differ significantly, meaning that female students rated all subjects similarly strongly as masculine. Within the group of male students however, the attribution of masculinity to math compared to chemistry and physics differs significantly, whereas the attribution of masculinity to chemistry and physics does not. Our findings also suggest that gender-science stereotypes of math and science can potentially influence young women's and men's aspirations to enroll in a STEM major at university by showing that a less pronounced masculine image of science has the potential to increase the likelihood of STEM career aspirations. Finally, the paper discusses ways of changing the image of math and science in the context of secondary education in order to overcome the disparities between females and males in STEM.

Answer:

Step-by-step explanation:

scale factor=3/2

(8,6)

(12,6)

(12,10)

use formula

(x,y)=(kx,ky)  (k means scale factor)

(8,6)=(3/2*8 , 3/*6)

=(24/2 , 18/2)

=(12 , 9)

(12,6)=(3/2*12 , 3/2*6)

=(36/2 , 18/2)

=(18 , 9)

(12,10)=(3/2*12 , 3/2*10)

=(36/2 , 30/2)

=(18 , 15)

Answer:

18 ,15

Step-by-step explanation:

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kkeje

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Answer:

h = -50

Step-by-step explanation:

- 3/10h = 15

Multiply each side by -10/3 to isolate h

-10/3 * - 3/10h = 15 * -10/3

h = -150/3

h = -50

Answer:

h = -50

Step-by-step explanation:

Step-by-step explanation:

(5.8 x 10⁴) + (7.17 × 10^6) =

(5.8 × 10⁴) + ( 717 × 10⁴)

= (5.8 +717) × 10⁴

= 722.8 × 10⁴

= 7.228 × 10^6

Answer:

Step-by-step explanation:

(-3,-2)

Answer:

x = 10

Step-by-step explanation:

(5x + 20) = 70

5(10) + 20 = 70

Answer:

Step-by-step explanation:

if there are 10 girls and 6 boys total we have 16 students. Divide 10 by 16 which give 62% a girl will be picked and for boys divide 6 by 16 which is 38% a boy will be picked.

Problem 11

Answer: Angle C and angle F

Explanation: Angle C and the 80 degree angle are vertical angles. Vertical angles are always congruent. Angle F is equal to angle C because they are alternate interior angles.

============================================

Problem 12

Answer: 100 degrees

Explanation: Solve the equation E+F = 180, where F = 80 found earlier above. You should get E = 100.

============================================

Problem 13

Answer: 80 degrees

Explanation: This was mentioned earlier in problem 11.

============================================

Problem 14

Answers: complement = 50, supplement = 140

Explanation: Complementary angles always add to 90. Supplementary angles always add to 180. An example of supplementary angles are angles E and F forming a straight line angle.

Answer:

Question 1

Total number of marbles = 5 + 7 + 8 = 20

(a)

(b)

(c)

Question 2

(a)

(b)

(c)

Answer:

252 ft

Step-by-step explanation:

h(t) = -16t^2 +64t + 192

We want to find h when t= 2.5

h(2.5) = -16 (2.5)^2 +64(2.5) +192

          =-16(6.25) +160+192

            =-100+160+192

               =252

Answer:

-42.66666...

Step-by-step explanation:

-64 * 2/3 is -42.66666...

well, according to the calculator.

[tex] - 64 \times \frac{2}{3} [/tex]

[tex] \frac{ - 128}{3} [/tex]

[tex] - 42.6[/tex]

Answer:

it was is face than surface I am 7th grade and doing the problem for class.

Step-by-step explanation:

If I am to late I am so sorry but for the next person that needs it.

(ﾉ◕ヮ◕)ﾉ*:･you can do it✧

For bases of solid figures, a lateral face is to a polygon what a lateral surface is to a circle.

The base of a solid figure is one of its faces that has been distinguished from the others in some way. The solid figure is usually oriented so that the base is situated at the bottom.

A pyramid is a three-dimensional figure with only one base. The base can be any polygon. The other faces are triangles. A pyramid is named according to the shape of its base.

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Answer

option C (60 degrees)

Step-by-step explanation:

solution attached in the picture

Let the number missed = x

They made 6 times that amount which would be 6x

The total of missed and made is 308:

X + 6x = 308

Combine like terms

7x = 308

Divide both sides by 7

X = 44

They missed 44

Surface area of cone2 is equals to 96π.

"Surface area is defined as the sum of the area of all the faces of given three dimensional shape."

Formula used

Surface area of the cone = πr² + πr l

According to the question,

Given,

'r' represents the radius of the cone

'h' represents the height of the cone

'l' represents the slant height of the cone

Cone1 and Cone2 are congruent cones.

⇒Radius of cone1 = Radius of cone2

  Slant height of cone1 = Slant height of cone2

As per the given dimensions we get,

Radius of both the cones 'r' = 6units

Slant height of both the cones 'l' = 10units

Substitute the values in the formula we get,

Surface area of the cone2 = π (6)² + π (6) (10)

                                            = 36π +60π

                                            = 96π square units

Hence, surface area of cone2 is equals to 96π.

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5 rows are to be added in the pattern if the ratio will be 7:6 between number of straight lines.

A pattern is a sequence. It can be an AP, GP also.

present ratio between number of straight lines and number of arcs

=8:9

When we add 1 row it will increase 4 straight lines and 3 arcs. So when 5 rows are added it will increase 20 straight lines and 15 arcs.

Then total number of straight lines will be 28 and the total number of arcs will be 24 and the ratio will be 28:24 which after dividing by 4 becomes 7:6.

Hence 5 rows are to be added in the pattern B to get the ratio 7:6.

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Answer:

x = 7

Step-by-step explanation:

2x - 3 = x +4

x = 7

Answer:

Simplified version: [tex]9\sqrt{7}[/tex]

Step-by-step explanation:

[tex]\sqrt{567}[/tex]

[tex]\sqrt{81} *\sqrt{7} = \sqrt{567}[/tex]

We know that √81 is a perfect square, therefore √81 = 9,

[tex]9\sqrt{7} = \sqrt{576}[/tex]

Hope this helps!

Answer:

16) r = C/(2·π)

17)  [tex]r^2 = \dfrac{3 \ \cdot V}{\pi \cdot h}[/tex]

18) x = (9 - 3·y)/2

19) Please find attached the required graph of the inequality x ≤ 4 created with MS Excel

20) z ≥ 1

Solve each inequality and graph the solution

21) n ≤ 1

22) p > -5

23) -3 ≤ q ≤ 2/5

24) x > 1/5

25) x < -11

26) 7

Step-by-step explanation:

Solving for the indicated variable

16) C = 2·π·r for r

Dividing both sides by 2·π gives;

C/(2·π)  = 2·π·r/(2·π)  = r

∴ r = C/(2·π)

17) [tex]V = \dfrac{1}{3} \cdot \pi \cdot r^2 \cdot h \ for \ r^2[/tex]

Dividing both sides by [tex]\left( \dfrac{1}{3} \cdot \pi \cdot h \right)[/tex] gives;

[tex]\dfrac{V}{\left( \dfrac{1}{3} \cdot \pi \cdot h \right)} = \dfrac{ \dfrac{1}{3} \cdot \pi \cdot r^2 \cdot h}{\left( \dfrac{1}{3} \cdot \pi \cdot h \right)}[/tex]

[tex]\therefore r^2 = \dfrac{V}{\left( \dfrac{1}{3} \cdot \pi \cdot h \right)} = \dfrac{3 \ \cdot V}{\pi \cdot h}[/tex]

[tex]r^2 = \dfrac{3 \ \cdot V}{\pi \cdot h}[/tex]

18) 2·x + 3·y = 9 for x, gives;

x = (9 - 3·y)/2

19) Please find attached the required graph of the inequality x ≤ 4 created with MS Excel

20) Solve each inequality

z - 3 ≥ -2

z ≥ -2 + 3 = 1

∴ z ≥ 1

Solve each inequality and graph the solution

21) 3·n  + 5 ≤ 2·n + 6

n ≤ 1

22) 10·p + 20 - p > p + 3 - 23

9·p + 20  > p - 20

8·p > -40

p > -5

23) -1 ≤ 1 - 5·q ≤ 16

∴ 2/5 ≥ q ≥ -3

-3 ≤ q ≤ 2/5

Solve each word problem

24) Let x represent the number, we have;

2·x + 3·(x + 2) > 17

5·x + 6 > 7

∴ x > 1/5

The numbers are numbers larger than (1/5)

Solve each inequality

25) 2·(x - 5) + 3·x < 4·(x - 6) + 3

2·x - 10 + 3·x < 4·x - 24 + 3

x < -11

26) -2 - [-4 - (3 - 2)] = -2 + 4 + 3 - 2 = 7

Answer:

I'm really sorry but show the table

Answer:

Step-by-step explanation:

18/6=51/p

do cross multiplication

6*51=p*18

306/18=p

17=p

therefore perimeter is 17 cm