SOMEONE PLEASE HELP ME

Answer:

The inverse tangent of √33 is θ=30° θ = 30 ° . This is the result of the conversion to polar coordinates in (r,θ) form.

The inverse tangent of √33 is θ=30° θ = 30 ° . This is the result of the conversion to polar coordinates in (r,θ) form.

The polar form of a complex number is a different way to represent a complex number apart from the rectangular form. Usually, we represent the complex numbers, in the form of z = x+iy where 'i' is the imaginary number.

But in polar form, the complex numbers are represented as the combination of modulus and argument.

Learn more about complex numbers here: brainly.com/question/10662770

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Answer:

x = 11

Step-by-step explanation:

5(x+8) = 2x - 7 + 8 (x - 1)

5x + 40 = 2x - 7 + 8x - 8

5x + 40 = 2x + 8x - 7 - 8

5x + 40 = 10x - 15

40 + 15 = 10x - 5x

55 = 5x

5x = 55

x = 55/5

x = 11

x=11

Step-by-step explanation:

5x+40=2x-7+8x-8

5x+40=10x-15

10x-5x=40+15

5x=55

x=55/5

x=11

Answer:

116

Step-by-step explanation:

this is the correct answer

Answer: The answer is to this math question is 18.75% of the students play the soccer after school.

Step-by-step explanation: Here are the following steps in order to convert the given fraction to percentage of the students play the soccer after school:

Step 1. First I add the total of the students in school and then added the total of the students play the soccer after school that looks like this: [tex]163+157=320[/tex] and [tex]27+33=60.[/tex]

Step 2. Using the online fraction to percentage calculator, first I find The Greatest Common Factor of 60 and 320 that looks like this: GCF(60,320) = 20.

Step 3. I can reduce this fraction by dividing both the numerator and denominator by 20 that looks like this: 60÷20/320÷20=[tex]\frac{3}{16}.[/tex]

Step 4. I know that [tex]\frac{3}{16}[/tex] is the same as 3÷16, then using The Long Division for 3 divided by 16 that gives us: 0.1875.

Step 5. I multiply the given decimal number by 100% in order to convert the fraction to percentage of the total students play the soccer after school that looks like this: 0.1875×100=18.75%.

I hope that my given answer with my given step-by-step explanation is very helpful to your own math question about how to find the percentage of the total students play the soccer after school, please mark me as brainliest and have a great P.A. Day and weekend! :D

Sincerely,

Jason Ta,

The ambitious of Brainly and the role of The TDSB and WHCI Student of the high school.

a.

Lauren was 10 miles away from her house when he started.

Since the expression for Lauren's distance from her house, d = -2t + 10, to determine the number of miles away from his house that Lauren starts, we input t = 0, since this is the time Lauren starts walking.

So, with t = 0, d = -2t + 10

= -2(0) + 10

= 0 + 10

= 10 miles.

So, Lauren was 10 miles away from her house when he started.

b.

Lauren was moving at a rate of -2 mph towards her house.

To find how fast Lauren was moving towards her house, we differentiate d with respect to t.

So, dd/dt = d(-2t + 10)/dt

= d(-2t)/dt + d(10)/dt

= -2 + 0

= -2 mph

So, Lauren was moving at a rate of -2 mph towards her house.

c.

The rate is negative because her distance towards her house is decreasing

The rate is negative because her distance towards her house is decreasing since she is moving towards her house.

d.

Lauren is 2 miles away from her house after 4 hours

To find this, we input t = 4 into the equation for d.

So, d = -2t + 10

= -2(4) + 10

= -8 + 10

= 2 miles.

So, Lauren is 2 miles away from her house after 4 hours

Learn more about distance travelled here:

https://brainly.com/question/17997145

Answer:

x = 10

Step-by-step explanation:

RO and OQ are congruent

Since RO = 50, and RQ = 12x - 20,

OQ = 12x - 20 - 50 = RO

50 = 12x - 70

120 = 12x

x = 10

-Chetan K

Answer:

Perimeter = (Length + Width)×2

=(17.8cm + 4.6cm)×2

=(22.4 × 2)cm

= 44.8cm

The probability that a randomly chosen unit of insulin came from the plant in Jefferson City given that is defective is 72.97%.

Given that a biochemical research company produces 50% of its insulin in Kansas and the rest in Jefferson, and 0.5% of Kansas's insulin is defective, while 1.35% of Jefferson's also is defective, to determine what is the probability that a randomly chosen unit of insulin came from the plant in Jefferson City given that it is defective, the following calculation must be performed:

Therefore, the probability that a randomly chosen unit of insulin came from the plant in Jefferson City given that is defective is 72.97%.

Learn more in https://brainly.com/question/15462248

The conversion of the following values to their desired units are as follows:

The dimension analysis shows the relation of different physical quantities by converting them from one unit to another.

According to the standard conversion rates:

∴

4 gallons will be:

= (4 gal × 4 quarts)/1 gal

= 16 quarts  

1400 feet will be:

= (1400 foot ×  0.000189394 miles)/ 1 foot

= 0.2651516 miles

16 hours will be:

= (16 hours × 60 mins)/ 1 hour

= 960 mins

16 cups will be:

= (16 cups × 0.5 pints)/1 cup

= 8 pints

1.6 miles will be:

= (1.6 miles × 1760 yards)/ 1 mile

= 2816 yards

Learn more about conversion rates here:

https://brainly.com/question/13129151?referrer=searchResults

If 2 sides of a triangle is 12 cm and perimeter is it 28cm prove it is a isosceles triangle

Answer:

if it has two equal sides the triangle is isosceles by definition

Definition of

Isosceles Triangle

A triangle with two equal sides.

The angles opposite the equal sides are also equal.

Answer:

y=−2x−10

Step-by-step explanation:

Answer:

x=-21

Step-by-step explanation:

make the equation

2x+9x-1+40=6(x-11)

simplify

11x+39=6x-66

solve

5x=-105

x=-21

Answer:

Unsure but it might be -8/3

Step-by-step explanation:

Answer:

0.3ml

Step-by-step explanation:

0.1 g = 0.1 ml

[tex]\boxed{35}~~ \begin{cases} I=2-7j\\ Z=4-3j \end{cases}\implies E=(2-7j)(4-3j) \\\\\\ \begin{array}{rllll} 4-3j\\ \times ~\hfill 2\\[-0.5em] \hrulefill\\ 8-6j \end{array}~~+ ~~ \begin{array}{rllll} 4-3j\\ \times ~\hfill -7j\\[-0.5em] \hrulefill\\ -28j+21j^2 \end{array}\qquad \implies 8-6j-28j+21j^2 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill E=21j^2-34j+8~\hfill[/tex]

[tex]\boxed{36}~~ \begin{cases} I=3+10j\\ Z=6-j \end{cases}\implies E=(3+10j)(6-j) \\\\\\ \begin{array}{rllll} 6-j\\ \times ~\hfill 3\\[-0.5em] \hrulefill\\ 18-3j \end{array}~~+ ~~ \begin{array}{rllll} 6-j\\ \times ~\hfill 10j\\[-0.5em] \hrulefill\\ 60j-10j^2 \end{array}\qquad \implies 18-3j+60j-10j^2 \\\\[-0.35em] ~\dotfill\\\\ ~\hfill E=-10j^2+57j+18~\hfill[/tex]

Answer:

no

Step-by-step explanation:

Generally oblique is used to describe the relationship between 2 lines, but only 1 is given. Oblique means slanted to a degree other than a multiple of 90°, usually in reference to the other line.

x = 7 is a vertical line, and that is exactly 90°, -90°, or even 270° or -270° depending on how you look at it, so it is not oblique on its own.

Answer:

x = 7 is not an oblique line.

Step-by-step explanation:

x = 7 is the standard equation for a vertical line, x = a, with an undefined slope.  Vertical lines do not have horizontal change. Hence, its line will not be oblique (or slanted).  

The equations in slope-intercept form (y = mx + b), standard form (Ax + By = C), and point-slope form [y - y₁ = m(x - x₁)] will most likely represent an oblique line, as long as its slope (m) ≠ 0.  A line with a zero slope is a horizontal line (which is also not an oblique line).

Therefore, x = 7 is not an oblique line, but rather a vertical line.  

Answer:

First drop down: √4 and √9

Second drop down: 2 and 3

Third drop down: 10 and 15

Step-by-step explanation:

the root of four is 2

the root of nine is 3

thus √ 7 is between 2 and 3

5√7 is between 10 and 15 because 2x5 is 10 and 3x5 is 15.

5−8

llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll

Answer:

16. 1 4/5

17. 2 2/3

18. 4/11

19. 4 1/2

20. 4/7

21. 1/2

22. 1 2/5

23. 2 1/2

24. 4 2/3

Step-by-step explanation:

1. subtract whole numbers first

2. subtract fractions next (simplify if you can)

3. subtract fractions and whole numbers

Step-by-step explanation:

when using similar processes to converting from smaller to large units. When converting a large unit to a smaller one, you can multiply;when you convert a smaller unit to large one, you can divide.

Answer:

7

Step-by-step explanation:

Working backwards:

19 + 9 = 28

28/ 4 = 7

Checking work:

7 x 4 = 28

28 - 9 = 19

Step-by-step explanation:

a= 3×(-2)+3=-6+3=3

b=3×(-1)+3=-3+3=0

c=3×1+3=3+3=6

d=2×3+3=6+3=9

-------------------------

a=3, b=0, c=6, d=9

Good work!

Answer: hi , b other one b too

Answer:

19) b

20) b

Step-by-step explanation:

Answer:

With discount : $37.76

With tax : $56.38

With both : $40.19

Step-by-step explanation:

Hope this helps

Answer:

664

Step-by-step explanation:

666 balls to make a full pack

666x3=1998

6000-1998=2

666-2=664