An airplane is flying at an altitude of 2.7 miles and is 8.3 miles from the runway. Find the angle of depression from the airplane to the runway

Answer:

48

Step-by-step explanation:

substitute y = 4 into the expression

y² + 6y + 8

= 4² + 6(4) + 8

= 16 + 24 + 8

= 48

Answer:

Using Logic...she is shorter than most children at that level.

Step-by-step explanation:

Ashmita is 63 inches tall which is 5 foot 3. or 5.25 feet

When AP stats starts you should be in Highschool.

Here are the averages of highschool students, in height.

14 years = 5ft 4.5in (163.8 cm)  5ft 2.5in (158.7 cm)

15 years  = 5ft 7in (170.1 cm)  5ft 2.9in (159.7 cm)

16 years  = 5ft 8.3in (173.4 cm)  5ft 4in (162.5 cm)

17 years  = 5ft 9in (175.2 cm)  5ft 4in (162.5 cm)

Step-by-step explanation:

Converting 20 minutes into second....

20 × 1 minute

20 × 60 seconds

1200 seconds...

Answer:

Θ = 50°

Step-by-step explanation:

Using the cofunction identity

tan(90 - x)° = cotx°

Given

cot40°, then

tan Θ = tan(90 - 40)° = tan50°

Thus Θ = 50°

The solutions are the intersection point of both graphs

So there mUST be two solutions

The intersections are

The x values are solution

Option C

Answer:

C. 0 and 3

Step-by-step explanation:

The solutions of f(x) = g(x) are the values of the x-coordinates of the points where the two graphed functions intersect.

From inspection of the graph, the points of intersection are:

Therefore, the solutions are 0 and 3 (since they are the x-values).

Proof

[tex]\implies f(x) = g(x)[/tex]

[tex]\implies |x + 3| = x^2-2x+3[/tex]

We only need to take the positive form of |x+3| since we can see from the graph that g(x) intersects f(x) when |x+3| is positive:

[tex]\implies x + 3 = x^2-2x+3[/tex]

[tex]\implies x^2-3x=0[/tex]

[tex]\implies x(x-3)=0[/tex]

[tex]\implies x=0, 3[/tex]

Thus confirming that the solutions are when x = 0 and 3

Answer:

x=-10

Step-by-step explanation:

2x²-7x=0+30

2x²-7x=30

4x-7x=30

-3x=30

x=-10

Answer:

Step-by-step explanation:

(2x + 5)(x - 6) = 0

2x + 5 = 0

x = -5/2

x - 6 = 0

x = 6

Answer:

BA=15

CA=15/2=7.5

[tex] cb \:= \frac{15 \sqrt{3}} {2} = 13[/tex]

Answer:

x = 81

Steps:

It says that y ~ √x

We have points (9, 18) as a guide.

We can write y = f(x) = a√x +b

Use points (9, 18) as a guide

18 = a√9 +b

18 = 3a + b

One solution might be a = 6, which means f(x) = 6√x

Thus when y = 54,

54 = 6√x

9 = √x

81 = x

Answer: 4

Step-by-step explanation:

If there are 13 girls in a class of 23, we can assume there are 10 boys. If 4 girls play chess and there are 10 pupils who play chess, we can guess that the remaining 6 are boys. If there are 10 boys, and 6 of them play chess, there are 4 who do not.

Step-by-step explanation:

The slope formula from 2 points is:

m=(y2-y1)/(x2-x1)

So input the numbers:

m = (6 - -2) / (5 - 2)

Solve within parenthesis:

m = (8) / (3)

Then divide!
8/3 = 2 2/3

the slope of the line is 2 and 2/3

Answer:

0.12

Step-by-step explanation:

there are 128 fluid ounces in 1 gallon

15.36 / 128 = 0.12

The values of x in f(x) = 3|x - 2| + 6 when f(x) = 18 are 6 and -2

The function is given as:

f(x) = 3|x - 2| + 6

The value of f(x) is

f(x) = 18

So, we have:

3|x - 2| + 6 = 18

Subtract 6 from both sides

3|x - 2| = 12

Divide both sides by 3

|x - 2| = 4

Remove the absolute bracket

x - 2 = 4 or x - 2 = -4

Add 2 to both sides

x = 6 or x = -2

Hence, the values of x are 6 and -2

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Answer:

[tex]\boxed{\bf \sf number : \ \frac{4}{5} }[/tex]

Explanation:

Let the number be n

According to students Condition:

[tex]\rightarrow \sf \dfrac{3}{2} \ x \ n \quad = \quad \dfrac{3n}{2}[/tex]

What He actually Did:

[tex]\rightarrow \sf n \div \dfrac{3}{2} \quad = \quad n \ x \ \dfrac{2}{3} \quad = \quad \dfrac{2n}{3}[/tex]

He got a smaller number by 2/3, so:

[tex]\rightarrow \sf \dfrac{3n}{2} - \dfrac{2n}{3} = \dfrac{2}{3}[/tex]

make the denominator's same

[tex]\rightarrow \sf \dfrac{3(3n)}{6} - \dfrac{2(2n)}{6} = \dfrac{2}{3}[/tex]

multiply the integers

[tex]\rightarrow \sf \dfrac{9n}{6} - \dfrac{4n}{6} = \dfrac{2}{3}[/tex]

Join the fractions

[tex]\rightarrow \sf \dfrac{9n-4n}{6} = \dfrac{2}{3}[/tex]

Subtract integers

[tex]\rightarrow \sf \dfrac{5n}{6} = \dfrac{2}{3}[/tex]

Cross multiply

[tex]\rightarrow \sf n = \dfrac{6 \ * \ 2}{5 \ * \ 3} \quad = \quad \dfrac{4}{5}[/tex]

Lets see

the number be x

The expression is

Answer:

Step-by-step explanation:

Answer: use the Pythagorean theorem

if you use the Pythagorean theorem it would be so much easier:)

Step-by-step explanation:

The depreciated value of the car after 12 years that Kyle buys for $58,000 today, which declines 23% annually, will be $2,520.

Depreciation is the reduction or decrease in the value of an asset over time.

Depreciation occurs because an asset is put to use, and undergoes wear and tear.

The current price of the car = $58,000

The annual depreciation rate = 23%

The depreciated value after one year = 0.77 (1 - 23%)

Let the number of years of depreciation = x

The worth of the car after 12 years = 58,000 x 0.77^x

= 58,000 x 0.77^12

= 58,000 x 0.04344

= $2,519.52

= $2,520

The car's depreciated value can be modeled by the exponential function (decay) abˣ, which yields $2,520 in this situation.

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Answer:

Step-by-step explanation:

Answer:

6.84 hours

Step-by-step explanation:

I will have to assume  100 is fully charged and that it drains 1/9 of 100 for each hour

76 / ( 100 * 1/9) = 6.84 hrs

Answer:

C) [tex]628\:\text{cm}^2[/tex]

Step-by-step explanation:

[tex]SA=2\pi rh+2\pi r^2\\\\SA=2\pi(\frac{10}{2})(15)+2\pi(\frac{10}{2})^2\\ \\SA=150\pi+50\pi\\\\SA=200\pi\:\text{cm}^2\approx628\:\text{cm}^2[/tex]

Answer:

$2.20

You do 22÷10 and you get 2.20

Answer:

they are exacly the same

Step-by-step explanation:

The student with the most accurate description of the graph that represents Kate's movement is Tim

From the graph that represents Kate's distance per minute, we have the following highlights:

The student's description that matches the above highlights is Tim

Hence, the student with the most accurate description is Tim

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Based on the scenario above, the student that most accurately described Kate's motion is Tim.

Motion is defined in physics, as the way that an object alters its position over time.

Note that in the scenario above, Tim said that Kate drives at a variable speed for 2 minutes, then drives at a constant speed for 4 minutes, and finally stops at the parking area for the next 2 minutes and thus he is correct about Kate's motion.

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A function assigns the values. The value of f(z)=8z³-5z² +9z+9 will be 929.

A function assigns the value of each element of one set to the other specific element of another set.

The value of f(z)=8z³-5z² +9z+9, when the value of z is 5 will be,

f(z)=8z³-5z² +9z+9

f(5)=8(5)³-5(5)² +9(5)+9

f(5)= (8×125) - (5×25) + (9×5) + 9

f(5) = 1,000 - 125 + 45 + 9

f(5) = 929

Hence, the value of f(z)=8z³-5z² +9z+9 will be 929.

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Answer:

41.25%

Step-by-step explanation:

Of the 80 digits generated, 33 of them are 0,1,2, or 3.

(Yup, I counted them)

So, 33/80 = 0.4125 = 41.25%

Answer:

95%

Step-by-step explanation:

Step 1: Find samples with 0, 1, 2 or 3.

Example: count 7918 it has a one

Example two: count 2546 it has a two

Step 2: Once all the samples with 0, 1, 2 or 3 are counted put it into a fraction.

Example: For this particular question there were 19/20 samples with numbers 0, 1, 2 or 3.

Step 3: Change the fraction into a percentage after that you will have your final answer.

Answer:

y= x + 3

Step-by-step explanation:

I have the same question and that was the correct answer

y= x+ 3 is flatter.

Equations are mathematical statements containing two algebraic expressions on both sides of an 'equal to (=)' sign. It shows the relationship of equality between the expression written on the left side with the expression written on the right side. In every equation in math, we have, L.H.S = R.H.S (left hand side = right hand side). Equations can be solved to find the value of an unknown variable representing an unknown quantity. If there is no 'equal to' symbol in the statement, it means it is not an equation.

As, the slope of y = x + 3 is 1.

So, the gradient is 1.

So, y = 2x + 3 is flatter

The slope of 2x-1 is 2

and, the slope of y= -4x+3 is -4

and the gradient is -4.

So, y= -4x +3 is steeper.

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Answer:

[tex]\left \{ {{y=5} \atop {x=3}} \right.[/tex] or [tex]\left \{ {{y=-3} \atop {x=-5}} \right.[/tex]

Step-by-step explanation:

Answer:

(- 5, - 3 ) , (3, 5 )

Step-by-step explanation:

x² + y² = 34 → (1)

y = x + 2 → (2)

substitute y = x + 2 into (1)

x² + (x + 2)² = 34

x² + x² + 4x + 4 = 34

2x² + 4x + 4 = 34 ( subtract 34 from both sides )

2x² + 4x - 30 = 0 ( divide through by 2 )

x² + 2x - 15 = 0 ← in standard form

(x + 5)(x - 3) = 0 ← in factored form

equate each factor to zero and solve for x

x + 5 = 0 ⇒ x = - 5

x - 3 = 0 ⇒ x = 3

substitute these values into (2) for corresponding values of y

x = - 5 : y = - 5 + 2 = - 3 ⇒ (- 5, - 3 )

x = 3 : y = 3 + 2 = 5 ⇒ (3, 5 )

Step-by-step explanation:

there is a rectangle and an octagon within

area of rectangle = 8*9 = 72

there are 4 right angled triangles

area of one such triangle = .5 × 9 = 4.5

total area of triangles = 18

area of octagon = 72-18 = 54 m^2

Answer:

y=2.5, x=1.5

Step-by-step explanation:

y=1/2+2 ---(1)

y=x+1 ---(2)

y=1/2+2=2.5

Substitute y=2.5 into equation (2)

y=x+1

2.5=x+1

2.5-1=x

x=1.5