7. solve for x!
please help

Answer:

Step-by-step explanation:

[tex]\frac{sinxcos^3x-cos xsin^3x}{cos^42x-sin^42x} \\=\frac{sin x cos x(cos^2x-sin ^2 x)}{(cis^2 2x+sin^2 2x)(cos^2 2x-sin ^22x)} \\=\frac{2sin x cos x cos 2x}{2(1)(cos 4x)} \\=\frac{sin 2x cos 2x}{2 cos 4x} \\=\frac{2 sin 2x cos 2x}{4 cos 4x} \\=\frac{sin 4x}{4 cos 4x} \\=\frac{1}{4} tan 4x[/tex]

Answer:

3

Step-by-step explanation:

I LOVE CANDY hope it helps 45/3 is hte gretaets factor the answer is 3.. i think

Answer:

45 gift bags.

Step-by-step explanation:

take 30 and divide it by 15. your answer is 2. 2 hk bags and 1 blow pop is equal to 3. so you would multiply 3 by 15 to get your conclusion

Answer: x= 11√3= 19.0525 = 19.1

Step-by-step explanation:

Let the reference angle be 30

so

cos 30 = b/h

√3/2 = x/22

or, 22√3 = 2x

or. x = (22√3)/2

so, x = 11√3

Answer:

x = 19.1 cm

Step-by-step explanation:

→ Find the name of the side you are not given

Opposite

→ Find a formula without opposite in it

Cos = Adjacent ÷ Hypotenuse

→ Rearrange to make adjacent the subject

Adjacent = Cos × Hypotenuse

→ Substitute in the values

Adjacent = Cos ( 30 ) × 22

→ Simplify

Adjacent = 19.1

Answer:

hope it help you

Step-by-step explanation:

mark me brailiest answer

LOL

Answer:

D. The over 30s have a larger range and interquartile range than the under 30s

Step-by-step explanation:

In a data set, the range is the difference between the maximum and minimum. So, the range for under 30s is 20, while the range for over 30s is 24. Additionally, the interquartile range is the difference between Q3 and Q1. For a boxplot, Q3 is the line where the box ends and Q1 is the line where the box begins. Therefore, the IQR for the under 30s is 8, and the IQR for over 30s is 11. So, D must be correct.

Answer:

(-3)

Step-by-step explanation:

follow me if you want

Answer:

(I'll leave cm out to save space and time in the answer)

the perimeter is 500, there are 5 sides. so on average a side will be 100.

that's already the important key idea.

it's indeed 100 for the third side, the second will be 10 less, the fourth 10 more (making the 2and and the 4th side 200 in sum, and therefore still 100 on average).

repeat this for the 1. and 5. side and we get:

80

90

100

110

120

Answer:

1(6+13mn+7m^2n^2)

Step-by-step explanation:

The coefficients and variables in this equation have a common factor of 1, therefore the equation will go back to it's original state if you use 1 as the common factor.

I hope this helps and sorry if am wrong

Answer:

149 inches squared

Step-by-step explanation:

top rectangle: 25 * 7 = 175

second rectangle: 8 * (25 - 17) = 8^2 = 64

triangle in bottom right: 1/2 * (13 - 8) * (15 - 11) = 10

175 + 64 + 10 = 149 sq in

hopefully got this right!

Answer:

[tex]c=-2[/tex]

Step-by-step explanation:

We are given the function:

[tex]f(x) = -2c + cx - x^2[/tex]

And that:

[tex]\displaystyle f^{-1} (5) = -1[/tex]

And we want to determine the value of c.

Recall that by definition of inverse functions:

[tex]\displaystyle \text{If } f(a) = b, \text{ then } f^{-1}(b) = a[/tex]

So, since f⁻¹(5) = -1, then f(-1) = 5.

Substitute:

[tex]f(-1) = 5 = -2c + c(-1) - (-1)^2[/tex]

Simplify:

[tex]5 = -2c - c - (1)[/tex]

Combine like terms:

[tex]6 = -3c[/tex]

And divide. Hence:

[tex]c = -2[/tex]

In conclusion, the value of c is -2.

The following are the statement justifications and explanatory reasons ;

(a) AD + DB = AB; Is justified by segment addition postulate

Reason

Segment addition postulate states that let A and B represent two points,

Then a third D can be on the line joining A and B, if and only if the

relationship between the points is according to the equation, AD + DB = AB

only

(b) m∠1 + m∠2 = m∠CDB; Is justified by angle addition postulate

Reason

Angle addition postulate states that given that a point B lies between an angle m∠AOC, then we have;

m∠AOC = m∠AOB + m∠BOC

(c) ∠2 ≅ ∠6; Is justified by vertically opposite angles theorem

Reason

Vertical angles formed by the crossing of two lines are always equal

(d) If D is the midpoint of [tex]\overline{AB}[/tex], then AD = [tex]\dfrac{1}{2}[/tex]×AB; Definition of midpoint

Reason

The midpoint of a line is the point that is of equal distance from both ends of the of the line. It is the point halfway between the endpoints

(e) If [tex]\underset{DF}{\rightarrow}[/tex] bisects ∠CDB then ∠1 ≅ ∠2; Definition of angle bisector

Reason

An angle bisector is a ray or line that divides an angle into two angles that are congruent

(f) m∠ADF + m∠FDB = 180°; Linear pair postulate

Reason

The linear pair postulate states that where we have two angles that form a linear pear (their addition forms a straight line), then the two angles are supplementary  (their sum is 180°)

(g) ∠ADF and ∠4 are supplements, then m∠ADF + m∠4 = 180°; Definition of supplementary angle

Reason

Supplementary angle are defined as angles that when added together, have a sum of 180°

(h) If ∠4 is complementary to ∠5, and ∠6 is complementary to ∠5, then ∠4 ≅ ∠6; Transitive property

Reason

Transitive property states that given three real numbers, a, b, and c, if a = b and c = b, then a = c

Learn more about angle properties postulates, and theorems here;

https://brainly.com/question/14437065

Answer:

x=1

Step-by-step explanation:

3x+9 = 12

Subtract 9 from each side

3x+9-9=12-9

3x = 3

Divide by 3

3x/3 = 3/3

x=1

Hi there!  

»»————-　★　————-««

I believe your answer is:  

[tex]x = 1[/tex]

»»————-　★　————-««  

Here’s why:  

⸻⸻⸻⸻

[tex]\boxed{\text{Calculating the answer...}}\\\\3x + 9 = 12\\-------------\\\rightarrow 3x + 9 - 9 = 12 - 9\\\\\rightarrow 3x = 3\\\\\rightarrow \frac{3x=3}{3}\\\\\rightarrow \boxed{x=1}[/tex]

⸻⸻⸻⸻

»»————-　★　————-««  

Hope this helps you. I apologize if it’s incorrect.  

Answer:

20.2 feet

Step-by-step explanation:

Using Pythagoras theorem, we have

Height^2+13^2=24^2, height=sqrt(407)=20.2

Answer:

x^2 + 10

Step-by-step explanation:

f(x) = 2x ^ 2 + 3

g(x) = x ^ 2 - 7

(f - g)(x) =2x ^ 2 + 3 - (x ^ 2 - 7 )

Distribute the minus sign

             =2x ^ 2 + 3 - x ^ 2 + 7

Combine like terms

            = x^2 + 10

Answer:

So the sqrt(46) is between 6 and 7

Step-by-step explanation:

sqrt(46)

5*5 = 25

6*6=36

7*7=49

So the sqrt(46) is between 6 and 7

The equation in point slope form is y - 6 = 2(x + 3)

This is from the general point slope template of [tex]y - y_1 = m(x - x_1)[/tex]

The m is the slope, which in this case is m = 2. The [tex](x_1,y_1)[/tex] is the point the line goes through. In this case, [tex]x_1 = -3 \text{ and } y_1 = 6[/tex]

If you were to solve that equation in bold for y, then you should get y = 2x+12 which is now in y = mx+b form, aka slope intercept form.

Hi there!  

»»————-　★　————-««

I believe your answer is:  

[tex]\frac{1}{6}[/tex]

»»————-　★　————-««  

Here’s why:  

⸻⸻⸻⸻

[tex]\boxed{\text{Box Probability}}\\\\\rightarrow \frac{\text{# of boxed flawed}}{\text{# of boxes checked}} \\\\\rightarrow \frac{3}{18}\\\\\rightarrow \frac{3/3}{18/3}\\\\\rightarrow\boxed{\frac{1}{6}}[/tex]

⸻⸻⸻⸻

»»————-　★　————-««  

Hope this helps you. I apologize if it’s incorrect.  

Answer: -78 / 35

Step-by-step explanation:

Given

 2/5 + 3/7 + (-6/5) + (-13/7)

Combine terms that have the same denominator

= 2/5 + (-6/5) + 3/7 + (-13/7)

= -4/5 - 10/7

Convert denominator by Least Common Multiple (LCM)

= (-4 × 7) / (5 × 7) - (10 × 5) / (7 × 5)

= -28/35 - 50/35

= -78 / 35

Hope this helps!! :)

Please let me know if you have any questions

Answer:

[tex] \frac{2}{5} + \frac{3}{7} + ( - \frac{6}{5} ) + ( - \frac{13}{7} ) \\ \frac{2}{5} + \frac{3}{7} - \frac{6}{5} - \frac{13}{7} \\ ( \frac{2}{5} - \frac{6}{5} ) + ( \frac{3}{7} - \frac{13}{7} ) \\ \frac{2 - 6}{5} + \frac{3 - 13}{7} \\ \frac{ - 4}{5} + \frac{ - 10}{7} \\ \frac{ - 4}{5} - \frac{10}{7} \\ \frac{ - 28 - 50}{35} \\ \frac{ - 78}{35} \\ - \frac{78}{35} [/tex]

Answer:

Step-by-step explanation:

hello

add me on s

ghazalp2186

love xx

and i dont know the answer

Answer:

[tex]\displaystyle lne^4 = 4[/tex]

General Formulas and Concepts:

Algebra II

Natural Logarithms ln and Euler's number e

Step-by-step explanation:

Step 1: Define

Identify

[tex]\displaystyle lne^4[/tex]

Step 2: Evaluate

Answer:

? ≈ 37°

Step-by-step explanation:

Using the cosine ratio in the right triangle

cos? = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{4}{5}[/tex] , then

? = [tex]cos^{-1}[/tex] ([tex]\frac{4}{5}[/tex] ) ≈ 37° ( to the nearest degree )

Answer:2 and 6

Step-by-step explanation:

Given

In 4 years Craston's age will be the same as Terrins age is now

Suppose the present of Craston's and Terrins are [tex]x[/tex] and [tex]y[/tex] respectively

According to the question

[tex]\Rightarrow x+4=y\\\Rightarrow y-x=4\quad \ldots(i)[/tex]

In 2 years Terrin will be twice as old  as craston

[tex]\Rightarrow (y+2)=2(x+2)\\\Rightarrow y-2x=4-2\\\Rightarrow y-2x=2\quad \ldots(ii)\\[/tex]

Solving (i) and (ii) we get

[tex]x=2,y=6[/tex]

Thus, the present age of Craston and Terrins are [tex]2[/tex] and [tex]6[/tex]

Answer:

see below

Step-by-step explanation:

2^30

-------

8^9

Rewriting

8^9

2^3 ^ 9

We know a^b^c = a^(b*c)

2^(3*9) = 2^27

2^30

-------

2^27

We know a^b / a^c = a^(b-c)

2^(30-27) = 2^3

Assuming you mean 2^x

2^3 = 2^x

x=3

If you mean 2x

2^3 = 8

8 = 2x

Divide by 2

4 =x

[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{\dfrac{2^{30}}{8^9}=2x}[/tex]

[tex]\mathsf{2^{30}}\\\mathsf{= \bf 1,073,741,824}\\\\\mathsf{8^9}\\\mathsf{= \bf 134,217,728}[/tex]

[tex]\mathsf{\rightarrow \dfrac{1,073,741,824}{134,217,728}= 2x}\\\\\\\mathsf{\dfrac{1,073,741,824}{134,217,728}= \bf 8}\\\\\\\mathsf{\rightarrow \ 8 = 2x}\\\\\\\\\large\textsf{TURN\ the\ EQUATION\ around}\\\\\\\mathsf{\rightarrow\ 2x = 8}\\\\\\\large\textsf{DIVIDE 2 to BOTH SIDES}\\\\\\\mathsf{\dfrac{2x}{2}=\dfrac{8}{2}}\\\\\\\large\textsf{CANCEL out: }\mathsf{\dfrac{2}{2}}\large\textsf{ because it gives you 1}\\\\\\\large\textsf{KEEP: }\mathsf{\dfrac{8}{2}}\large\textsf{ because it gives you the answer of x}[/tex]

[tex]\mathsf{x = \dfrac{8}{2}}\\\\\\\mathsf{x = 8\div 2}\\\\\\\mathsf{x = \bf 4}\\\\\\\\\\\boxed{\boxed{\huge\text{Therefore, your answer is: \textsf{x = 4}}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

~[tex]\frak{Amphitrite1040:)}[/tex]

Answer:

a

Step-by-step explanation:

kjddhllkfewtuikkbccjg

Answer:

The measure of angle JKM is:

JKL - MKL = JKM

⇒80°-25°=55°

so measure of angle JKM is 55°

Step-by-step explanation:

Answer:

3rd option, 2√10

Step-by-step explanation:

x²=4×10

or, x=√(4×10)

or, x=2√10

Answer: C, 2√10

Step-by-step explanation:

Answer:

22 m/s

Step-by-step explanation:

Take the distance and divide by the time

1210 m/55s

22 m/s

Answer:

Step-by-step explanation:

[tex]speed = \frac{distantce}{time} \\ = \frac{1210m}{55s} \\ = 22m {s}^{ - 1} [/tex]

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

Explanation:

We can prove this by contradiction.

Let's say

and

A+B = C

We'll show that a contradiction happens based on this.

If A is rational, then A = p/q where p,q are two integers. The q cannot be zero.

If C is rational, then C = r/s for some other integers. We can't have s be zero.

Note the following

A+B = C

B = C - A

B = r/s - p/q

B = qr/qs - ps/qs

B = (qr - ps)/qs

B = (some integer)/(some other integer)

This shows B is rational. But this is where the contradiction happens: We stated earlier that B was irrational. A number cannot be both rational and irrational at the same time. The very definition "irrational" literally means "not rational".

In short, I've shown that if A+B = C such that A,C are rational, then B must be rational as well.

The template is

rational + rational = rational

Therefore, we've shown that if A is rational and B is irrational, then C cannot possibly be rational. C is irrational.

Another template is

rational + irrational = irrational

Answer:

A) (√3-√2)/(√3+√2)

Step-by-step explanation:

i think so