Answer:
[tex]tan\theta + tan(\theta + \pi) + tan(\theta+2\pi) = 9[/tex]
Step-by-step explanation:
Given
[tex]tan\theta = 3[/tex]
Required
Find
[tex]tan\theta + tan(\theta + \pi) + tan(\theta+2\pi)[/tex]
Calculate [tex]tan(\theta + \pi) \ and\ tan(\theta+2\pi)[/tex]
Using tan rule
[tex]tan(\theta + \pi) = \frac{tan\theta + tan\pi}{1 - tan\theta tan\pi}[/tex]
So:
[tex]tan(\theta + \pi) = \frac{tan\theta + 0}{1 - tan\theta *0}[/tex]
[tex]tan(\theta + \pi) = \frac{tan\theta}{1 }[/tex]
[tex]tan(\theta + \pi) = \tan\theta[/tex]
[tex]tan(\theta+2\pi)[/tex]
[tex]tan(\theta + 2\pi) = \frac{tan\theta + tan2\pi}{1 - tan\theta tan2\pi}[/tex]
[tex]tan(\theta + 2\pi) = \frac{tan\theta + 0}{1 - tan\theta *0}[/tex]
[tex]tan(\theta + 2\pi) = \tan\theta[/tex]'
'So:
[tex]tan\theta + tan(\theta + \pi) + tan(\theta+2\pi)[/tex] [tex]= tan\theta +tan\theta +tan\theta[/tex]
[tex]tan\theta + tan(\theta + \pi) + tan(\theta+2\pi) = 3+3+3[/tex]
[tex]tan\theta + tan(\theta + \pi) + tan(\theta+2\pi) = 9[/tex]
a number increased by 9 is 13
Answer:
4
Step-by-step explanation:
To find the number you have to reverse the equation
Let us call the number "x"
x + 9 = 13
So to find x we flip the equation
13 - 9 = x
Solve it
4 = x
So the missing number is 4
Plsssssssssssss help
Answer:
x = 1.73
y = 2
Step-by-step explanation:
tan 30 = 1/x
0.57735 = 1/x
x = 1.73
sin 30 = 1/y
0.5 = 1/y
y = 2
I will NOT like it with a link thank you
Answer:
It’s b
Step-by-step explanation:
You can plot the points on the graph to test them out . B was the only one that made a rectangle
Helpppp!!!!!! I need this nowwwww
Rodney has 5 black t-shirts, 8
red t-shirts, and 7 blue t-shirts.
What percent of Rodney's t-shirts
are black?
A 25%
B. 20%
C 40%
D 40%
I WILL MARK BRAINLIEST
Answer:
c
Step-by-step explanation:
Answer:
CCCCCCCCCCCCCCCCCCCCCC
Exit Ticket/CFU/You try:
Find the difference: (3 - 2i) - (5 - 6i). Show your work below.
Plz help me!! I’m having a bit of trouble
Answer:
x= 27
Step-by-step explanation:
Ffind the difference of 7/13 - 6/13
Answer:
1/13
Step-by-step explanation:
This is like 7 - 6 since the denominator is the same.
solve following values for x and y
Answer:
value of x
(8x+7)°=(9x-4)°
vertically opposite angles are equal
8x°-9x°=-4°-7°
-x°=-11°
divide both sides by -1° don't counsel negative
x=11
value of Y
5y°=(7y-34)°
vertically opposite angles are equal
5y°-7y°=34°
-2y°=34°
divide both sides by-2° don't counsel negative
y=17
20 POINTS HELP MATH RN SUCSSS
Answer:
A
Step-by-step explanation:
PLEASE HELP ITS URGENT DONT GUESS (also if you get it right ill mark you as brainliest)
Answer:
17
Step-by-step explanation:
split the shape into 2 rectangles and find the area by multiplying the lenghts and withs of each rectangle then add their areas
A severe storm has an average peak wave height of 16.4 feet for waves hitting the shore. Suppose that a storm is in progress with a severe storm class rating. Let us say that we want to set up a statistical test to see if the wave action (i.e., height) is dying down. The next 10 waves have an average wave height is 16 feet with a SD of .6 ft. If you wanted to test the hypothesis that the waves are dying down, what would you use for the alternate hypothesis
Answer:
The alternate hypothesis is:
[tex]H_{a} < 16[/tex]
Step-by-step explanation:
There are two types of hypothesis. The null hypothesis and the alternate hypothesis. The null hypothesis is that the mean found is equal to the expected value. The alternate hypothesis is a question about this expected value(different, more, less)
A severe storm has an average peak wave height of 16.4 feet for waves hitting the shore.
This means that the null hypothesis is [tex]H_{0} = 16.4[/tex]
Let us say that we want to set up a statistical test to see if the wave action (i.e., height) is dying down. If you wanted to test the hypothesis that the waves are dying down, what would you use for the alternate hypothesis
Dying down means lower average peak, that is, lower than the average of 16.4. This means that the alternate hypothesis is:
[tex]H_{a} < 16[/tex]
why i am here any idea ?
Answer:
Homework i d k
Step-by-step explanation:
6x^2 - 37x + 13 = 6
Show why this quadratic trinomial cannot be factored with an explanation.
i have been struggling with this please help
Complete the recursive formula of the geometric sequence 27, -9, 3, -1
b(1)= ______
b(n)= b(n-1)·_____
Answer:
Step-by-step explanation:
Common ratio r = a₂/a₁ = -9/27 = -⅓
b(1) = 27
b(n) = b(1)rⁿ⁻¹ = 27(-⅓)ⁿ⁻¹
Sailors once used a unit of length called a fathom to measure the depth of the water. Each fathom is equal to 6 feet. Which equation represents the relationship between x, the depth of water in fathoms, and y, the depth of the water in feet?
Answer:
Y=x*(6 feet/ 1 fathom)
Step-by-step explanation:
hi pls pls help me w this, it’s slope. algebra 1 home work
Answer: Both are the same. Don't just copy this, actually try to understand it.⬇️
Step-by-step explanation:
x y
2 3
4 6
8 12
remember rise/over = y/x
Function 1 is rising 3 for every 2 to the right. that means 3/2 or x y
2 3
I hope this helps
10÷ 5/8 I need help to answer this
Answer:
16
Step-by-step explanation:
10÷5/8=16
Answer:
16
Step-by-step explanation:
To solve problems where a fraction is being divided, we use a reciprocal of the fraction, which means that you flip the fraction upside down and multiply by the other number. So for this problem, the opposite of 5/8 is 8/5, so we need to multiply that by 10.
10*8/5
80/5
16
Hope this helped you out!! Have an awesome day （￣︶￣）↗
I need helppp!! This is confusing !
Answer:
9
Step-by-step explanation:
So the little arrows on the lines means they are equal to each other so if you look, A to D and B to C have only one arrow meaning those two lines are the same lines
and A to B and D to C have two arrows meaning those two lines are the same
so that means if A to B is 9 and it's equal to the line D to C, then D to C is also 9
Hopefully this wasn't too confusing
Answer:
mCD = 9
Step-by-step explanation:
Because this polygon has opposite parallel sides, meaning each side across from each other are parallel, we know that this is a parallelogram. So:
AB ║ DC
BC ║ AD
Because this is a parallelogram, we know that, from the properties parallelograms, opposite sides of a parallelogram are congruent. This means that AB ≅ DC.
This also means that because AB = 9 and AB = DC, DC = 9.
Here's a mini two-column proof:
Statements → Reasons
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
mAB = 9 → Given
AB ║ DC, BC ║ AD → Given
ABCD is a parallelogram → Definition of a Parallelogram
AB ≅ DC → Opposite sides of a parallelogram are congruent.
mAB = mDC → Definition of Congruent Segments
9 = mDC → Substitution Property of Equality
mCD = mDC → Reflexive Property of Equality
mCD = 9 → Substitution Property of Equality
Kareem borrowed money from a credit union for 6 years and was charged simple interest at an annual rate of 8%. The total interest that he paid was $240 . How much money did he borrow?
Answer:
I think 220.8
Step-by-step explanation:
what is the answer of
reciprocal of 1/7
Answer:
7/1
Step-by-step explanation:
A reciprocal means you flip the numerator and the denominator (the top number and the bottom number) so In this case the reciprocal for 1/7 s 7/1.
Hope I could help!
If you used a random number generator for the numbers from 1 through 15 to play a game, what is the theoretical probability of getting an odd number or a multiple of 6?
Answer:
Getting an odd number would be 8/15 and the multiple of six would be 2/15
I NEED HELP ASAP ON DESCRIBING THE RELATIVE. ITS 6TH GRADE MATH
Answer: is 4:2 ratio and 3:5
-3,5 is negative and 2,4 positive
Step-by-step explanation:
Determine the speed in km/h if you travel a distance of 160 km in 2 hours
Answer:
80km/h
Step-by-step explanation:
(160KM/H) / (2H) = 80 KM
Answer:
80km/h
Step-by-step explanation:
hope this helps!
have a good day :)
Can we conclude that two similar figures can also be congruent figures? Explain.
Answer:
In similar figures, the angles are congruent, even if the sides are not. Notice that one angle in each pair of figures corresponds to an angle in the other figure. They have the same shape but not the same size
heyy pls help ty lol
Answer: 5/12
Step-by-step explanation:
Answer:
5/12
Step-by-step explanation:
We are going to change both number so they have the same denominators.
1/4x3/3= 3/12
2/3x4/4=8/12
Once we changed the number we are going to subtract the numbers.
8/12-3/12=5/12
We can't simplify 5/12 so the answer is 5/12.
3.9÷10₅ = (power of 10)
To decorate 6 dozen cupcakes with red hot candies, Nan needs about 550 red hots. Which two sacks of candy would be the best buy?plsss help me asap giving brainless and explain whay is that the answer.
Answer:
Is there supposed to be a picture?
Step-by-step explanation:
Help with math!?!
Please only answer if you know the answer, the comment section is right below. Please don't waste my points!
Also, please show all of your work, you are trying to help me better understand the concept, not just give me the answer.
The image is down below. Show work! Thanks!
Answer:
x = 7√3, y = 14x = √3, y = 3Step-by-step explanation:
Use the property of 30-60-90 degree right triangles
They have the ratio of sides from smallest to greatest: 1: √3 : 2
The top triangle
y = 2*7 = 14x = 7√3The bottom triangle
Acute angles n and 2n makes them 30° and 60°
x = 1/2*2√3 = √3y = √3*√3 = 3Answer:
x = 1/2*2√3 = √3
y = √3*√3 = 3
Nutritionists measured the sugar content (in grams) for 32 drinks at Jake's Java
coffee shop. The drinks had a mean sugar content of 18g and a standard
deviation of 5g, and the distribution was roughly symmetric.
Question 1: Grande Mocha Cappuccino at Jake's Java contains 14 g of sugar.
Calculate the standardized score (z-score) for the Grande Mocha Cappuccino.
Answer:
[tex]z = -0.8[/tex]
Step-by-step explanation:
Given
[tex]n = 32[/tex] --- samples
[tex]\mu = 18g[/tex] --- mean
[tex]\sigma =5g[/tex] --- standard deviation
[tex]x = 14g[/tex] --- observed value
Required
Find the standardized score
This is calculated as:
[tex]z = \frac{x - \mu}{\sigma}[/tex]
So:
[tex]z = \frac{14g -18g}{5g}[/tex]
[tex]z = \frac{-4g}{5g}[/tex]
[tex]z = \frac{-4}{5}[/tex]
[tex]z = -0.8[/tex]
The standardized score is -0.8