MATHEMATICS HIGH SCHOOL

Help me solve this question?tan(theta) = -3.4141

Find theta to the nearest degree in the interval 0° less than or equal to theta less than or equal to 360°
Help me solve this question? tan(theta) = -3.4141 Find theta - 1

Answers

Answer 1
Answer: For this you're going to want to whip out your calculator.
make sure it is in degrees instead of radians
plug in tan^-1(-3.4141) 
it should equal about -73.674
to change that to be between 0 and 360
360 - 73.674 ≈ 286.325

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Write as a fraction and simplify. (use the symbol / for your answer)0.23333...I
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I am having a hard time with an Algebra question on systems of equations and graphing: y= 5x-8y= -5x+2The answer choices are:A. The solution is ______( fill in whatever the solution is)__. B. There is infinitely many solutions.C. There is no solution.I also have to graph it so what what would I graph if need be? Thanks so much!!!

Which is greater 0.6 or 0.06

Answers

Answer: 0.6
Why? 0.6 can also be represented as 0.60 
0.60>0.06

Bet ill make u a brilliest if u solve it correctly / pls dont post nontification like" report people who ask for joining meet."A car left Kamloops at 9:00 AM and arrived at Vancouver, 340 km away, at 1:15 PM the same day. What was the average speed of the car in km per hour?

Hint: The average speed in km/h is the total distance in km divided by the total time in hours.

Reminder: Calculators are not allowed.

65 km/h
70 km/h
75 km/h
80 km/h
85 km/h
90 km/h
95 km/h

Answers

Answer:

80 km/h

Step-by-step explanation:

From 9:00 am to 1:15 is 4.25 hours.

340 / 4.25 is the average speed.

Without a calculator, we can use long division.

HELP I WILL GIVE 50 POINTS AND BRAINLIEST TO WHOEVER ANSWERS FIRST Graph ​y>1−3x.

Answers

Answer:

The last graph

Step-by-step explanation:

This is because when there is a greater than sign, the line on the graph is dotted and the shaded area is facing upwards. I try to remember that when there is a greater than sign or a greater than or equal to sign, the shaded area faces up towards the sky.

Hope this helps. Please inform me if my answer is wrong.

Answer:

The last graph is correct

Step-by-step explanation:

Hello,

First of all, you need to identify the line y = -3x + 1

This is a line so two points are enough to identify it.

-3*0+1 = 1 so (0,1) is a point of this line and

-3*1 + 1 = -2 so (1,-2) is another point of this line.

I attached a graph of this line.

Now, the inequality is y > 1-3x

It means that we are looking for the part of the plan which is (strictly) above this line.

This is not ( \geq ) inequality but a strict equality (  > ) so the points of the line are not included, so the last graph is the correct one.

Hope this helps.

Do not hesitate if you need further explanation.

Thank you

Quadrilateral ABCD has vertices A(6,-3), B(8,-1), C(3,-1), and D(1,-3). Quadrilateral WXYZ has vertices W(1,6), X(2,7), Y(-1,7), and Z(-2,6). Which is true regarding the two shapes?

Answers

From the vertices of these two quadrilateral, you can get they are both parallelogram and they have the same angels. You can judge the choices according to the information you get from the vertices, from length and angel.

Answer:

Answer is option D

Step-by-step explanation:

Edge 2022

Solve y = 2xz2 - xy for x

Answers

Hello,

y=x(2z²-y)

if 2z²-y ≠0 then

x=y/(2z²-y)

if you know the value of y and the value of z ,
you will be able to find a numerical value of x.
Hey,

Y=2  x XZ2
XZ2-XY
XY=X x Y

Ms. Leverenz is doing an art project with her class. She has a 3 foot piece of ribbon. If she gives each student an eighth of a foot of ribbon, will she have enough for her class of 22 students?

Answers

Yes, she will.

Further explanation

Given:

Ms. Leverenz is doing an art project with her class.

  • She has a 3-foot piece of ribbon.
  • She gives each student an eighth of a foot of ribbon.

Question:

Will she have enough for her class of 22 students?

The Process:

\boxed{ \ An \ eighth \ is \ (1)/(8) \ or \ equal \ to \ (1 * 125)/(8 * 125) = (125)/(1,000) = 0.125 \ }

Let us draw a diagram that connects between she gives each student an eighth of a foot of ribbon with 22 students in her class.

\boxed{ \ (1)/(8) \ }\boxed{ \ (1)/(8) \ }\boxed{ \ (1)/(8) \ } \cdot \cdot \cdot \cdot \boxed{ \ (1)/(8) \ }\boxed{ \ (1)/(8) \ } \n\boxed{1^(st)} \boxed{2^(nd)} \boxed{3^(rd)}  \cdot \cdot \cdot \cdot \boxed{21^(st)}\boxed{22^(nd)} \ student

From the diagram above, let us calculate how long (in ft) the ribbon she has given to 22 students.

\boxed{ \ (1)/(8) * 22 = ? \ }

\boxed{ \ = (22)/(8) \ }

\boxed{ \ = (16)/(8) + (7)/(8) \ }

\boxed{ \ = 2 + (7)/(8) \ }

\boxed{\boxed{ \ = 2(7)/(8) \ }}

Therefore, there are 2(7)/(8)-foot piece of ribbon that she has given.

Ms. Leverenz has a 3-foot piece of ribbon.

\boxed{ \ 2(7)/(8) < 3 \ }

Thus, because the total number of pieces of ribbon given is smaller than the initial length, she will have enough for her class of 22 students

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Keywords: Ms. Leverenz is doing, an art project, with her class, a 3-foot piece of ribbon, she gives, each student, an eighth, will, have enough, for, her class, 22 students, diagram, smaller than

Answer:

She has 36 inches ribbon and she needs 33 inches for 22 students so she have enough for her class.

Step-by-step explanation:

1 feet = 12 inches or 30.48 cm.

Ms. Leverenz has 3 foot piece of ribbon for an art project.

3 foot = 12 × 3 = 36 inches

she gives each student an eighth of a foot

That is 8/12 inches = 1.5 inches to each student.

Ms. Leverenz gives each student 1.5 inches of ribbon.

Therefore she needs for 22 students

= 22 × 1.5 = 33 inches

She has 3 foot ribbon or 36 inches, so she have enough for her class of 22 students.
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