Integrals involving the product of sine and cosine. Show complete solution.
sin² 2xdx
Answers
The complete solution is:
\(\int∫sin²(2x) dx = (\frac{3}{4)}x - (\frac{1}{4})sin(2x) + C\)
How to integrate a function?We can use the identity: sin(2x) = 2sin(x)cos(x) to simplify the integrand.
\(sin^2(2x) = (sin(2x))^2\)
\(= (2sin(x)cos(x))^2\)
\(= 4sin^2(x)cos^2(x)\)
Therefore, we have:
\(\int∫sin²(2x) dx =\int ∫4sin^2(x)cos^2(x) dx\)
Next, we can use the identity: \(2cos^2(x) - 1 = cos(2x)\) to express the integrand solely in terms of sine:
\(4sin^2(x)cos^2(x)\)
= \(4sin^2(x)(1 - sin^2(x))\)
\(= 4sin^2(x) - 4sin^4(x)\)
\(= 4sin^2(x) - (1 - cos(2x))^2 / 4\)
\(= 4sin^2(x) - (1/4) + (1/2)cos(2x) - (1/4)cos^2(2x)\)
Now we can integrate term by term:
\(\int∫sin²(2x) dx = \int∫4sin^2(x)cos^2(x) dx\)
\(= 4\int∫sin^2(x)dx - \int∫(1/4)dx + \int∫(1/2)cos(2x)dx - \int∫(1/4)cos^2(2x)dx\)
We can use the identity: sin^2(x) = (1/2) - (1/2)cos(2x) to evaluate the first integral:
\(\int∫sin^2(x)dx = \int∫(1/2) - (1/2)cos(2x) dx\)
= (1/2)x - (1/4)sin(2x) + C1
The next two integrals are straightforward:
\(\int∫(1/4)dx = (1/4)x + C2\)
\(\int∫(1/2)cos(2x)dx = (1/4)sin(2x) + C3\)
For the last integral, we can use the identity: \(cos^2(2x)\) = (1/2) + (1/2)cos(4x) to simplify:
\(\int∫cos^2(2x)dx =\int ∫(1/2) + (1/2)cos(4x)dx\)
=\((1/2)x + (1/8)sin(4x) + C4\)
Putting all the pieces together, we get:
\(\int∫sin²(2x) dx = 4\int∫sin^2(x)dx - \int∫(\frac{1}{(4)}dx + \int∫(\frac{1}{(2)}cos(2x)dx - \int∫(\frac{1}{4})cos^2(2x)dx\)
= 2x - (1/2)sin(2x) + (1/4)sin(2x) + (1/8)sin(4x) - (1/4)x - (1/8)sin(4x) + C
= 2x - (1/4)x - (1/2)sin(2x) + (1/4)sin(2x)
= (3/4)x - (1/4)sin(2x) + C
Therefore, the complete solution is:
\(\int∫sin²(2x) dx = (\frac{3}{4)}x - (\frac{1}{4})sin(2x) + C\)
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Related Questions
Select the coordinates of two points that are on the line x = 5.
Answers
Answer:
anything as long is 5 is in the x spot, ex: (5, 1) or (5, 2)
Step-by-step explanation:
x=5 is a straight line up from the x axis where 5 is, meaning it has an undefined slope
which of the following explains why knowing the value of x tells you nothing about the value of y?
Answers
The statement that knowing the value of x tells you nothing about the value of y can be explained by several scenarios. One possible scenario is when the values of x and y are not related in any way. In other words, there is no mathematical or logical connection between them.
Another scenario where knowing the value of x tells you nothing about the value of y is when there are multiple possible values of y for a given value of x. This occurs when the relationship between x and y is not one-to-one. For instance, if x represents a person's age and y represents their height, knowing someone's age does not determine their height since there are different heights for different ages.
Furthermore, it is possible that there is a relationship between x and y, but the value of y is affected by other factors besides x. For example, if x represents the amount of time a student spends studying and y represents their grade on a test, knowing the value of x does not completely predict the value of y because other factors like natural ability and test-taking skills may also play a role in determining the grade.
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NEED HELP ASAP. WILL GIVE BRAINLIEST
Which statement describes the equivalent vectors?
The magnitudes are 10, and the direction angles are about 18º
The magnitudes are 10, and the direction angles are about 162°
The magnitudes are 100, and the direction angles are about 18°
The magnitudes are 100, and the direction angles are about 162º.
Answers
Answer:
A) The magnitudes are 10, and the direction angles are about 18º
Step-by-step explanation:
got it right on edge :)
The statement describes the equivalent vector is A) The magnitudes are 10, and the direction angles are about 18º.
How to find the cross product of two vectors?Suppose that two vectors in consideration are u and v, then their cross product is evaluated as:
\(u \times v = |u|.|v|.sin(\theta)\hat{n}\)
where
the normal unit vector whose direction is decided by right hand thumb rule, and theta is the angle between u and v vector.
The two bars around a vector represents the magnitude of that vector.
Cross product returns the result as a vector itself.
From the given graph we can conclude that the magnitudes are 10, and the direction angles are about 18º.
The statement describes the equivalent vector is A) The magnitudes are 10, and the direction angles are about 18º.
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In a two-factor analysis of variance, there are six subjects who each underwent three treatments. What are dfbetween subjects
Answers
Thus, the df between subjects is 5. This represents the variation between the individual subjects in the study, which helps in determining if the treatment effects are statistically significant or if the differences are due to random chance.
In a two-factor analysis of variance, the dfbetween subjects refer to the degrees of freedom associated with the differences between the group means. In this particular scenario where there are six subjects who each underwent three treatments, we can calculate the dfbetween subjects for each factor separately.
For the first factor (treatment), we have three levels. Therefore, the dfbetween subjects would be equal to the number of treatments minus one, which is 2.
For the second factor (subjects), we have six subjects. Therefore, the dfbetween subjects would be equal to the number of subjects minus one, which is 5.
To calculate df between subjects, you will use the following formula:
df between subjects = (number of subjects - 1)
In this case, there are six subjects, so the formula becomes:
df between subjects = (6 - 1)
Hence, the df between subjects is 5. This represents the variation between the individual subjects in the study, which helps in determining if the treatment effects are statistically significant or if the differences are due to random chance.
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help me pleasee, my brain won't work
Answers
The given fractions have equal value, so Liam is correct.
How to find the equivalent fractions?Equivalent fractions are defined as fractions that have different numerators and denominators but the same value. For example, 2/4 and 3/6 are equivalent fractions because they are both equal to 1/2. A fraction is part of a whole. Equivalent fractions represent the same part of a whole.
Liam is claiming that the fraction -(5/12) is equivalent to 5/-12.
Thus, we can say that:
The fraction -(5/12) can be described as the opposite of a positive number divided by a positive number. A positive number divided by a positive number always results in a positive quotient and its' opposite is always negative.
The fraction 5/-12 can be described as a positive number divided by a negative number which always results in a negative quotient
The fractions have equal value, so Liam is correct
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An ABS (Australian Bureau of Statistics) employee wishes to test the speed (in minutes) with which different online survey designs can be completed. Three different online survey designs have been proposed. One complication in assessing the surveys is the notion that individual differences might influence the speed with which the online forms are completed. To account for individual differences an experiment is arranged so that a survey from each design is completed by each individual. The following results are extracted from a randomised block experiment with three treatment levels (i.e. three types of online survey designs) and five blocks (i.e. 5 individuals). SSBL (sum of squares between blocks) = 3738, SSB (sum of squares between groups) = 1048.93 and SST (sum of squares total) = 5391.33. Based on this information, what is the critical value used to test if there is evidence of an effect due to blocks at the 5% level of significance? Use our textbook statistical table to answer the question.
Answers
The critical value used to test if there is evidence of an effect due to blocks at the 5% level of significance is 10.76.
The critical value can be determined using a statistical table.
The degrees of freedom for the blocks is 4 (df_b = 5 - 1 = 4) and for the treatments is 2 (df_t = 3 - 1 = 2).
The critical value for a 5% level of significance is 10.76.
This value can be found in the statistical table given in the textbook.
The critical value used to test if there is evidence of an effect due to blocks at the 5% level of significance can be calculated by using the F-test statistic.
The F-test is used to compare the variance between the blocks (SSBL) and the variance between the groups (SSB).
The F statistic is calculated by dividing the variance between the blocks (SSBL) by the variance between the groups (SSB).
In this case,
The F statistic is 3738/1048.93 = 3.56.
The critical value for a 5% level of significance can be found using a statistical table.
According to the table,
The critical value for an F statistic of 3.56 with four degrees of freedom in the numerator and four degrees of freedom in the denominator is 10.76
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please help thanks
___________________________________
Answers
Answer:
c that is the answer because I took the quiz and it was right hope this helped if I'm wrong sorry
it is widely believed that 10% of people world-wide are left-handed. suppose we take a random sample of 128 americans and calculate the proportion of the people in are sample who are left-handed. what is the probability that 9% or less of the people sampled are left-handed? round your answer to 3 decimal places.
Answers
The probability that 9% or less of the people sampled are left-handed is 0.377.
Using the terms proportion, probability, and considering the constraint of 200 words, I'll provide you with an answer to your question.
The proportion of left-handed people worldwide is believed to be 10%. In a random sample of 128 Americans, you want to find the probability that 9% or less of them are left-handed.
To calculate this probability, we can use the normal approximation to the binomial distribution. First, we find the mean (μ) and standard deviation (σ) for a binomial distribution:
μ = n * p = 128 * 0.1 = 12.8
σ = √(n * p * (1-p)) = √(128 * 0.1 * 0.9) ≈ 3.24
Next, we convert the desired proportion of 9% to the number of people, which is 0.09 * 128 ≈ 11.52. Now, we'll find the z-score:
z = (x - μ) / σ = (11.52 - 12.8) / 3.24 ≈ -0.396
Finally, we use the standard normal distribution table or a calculator to find the probability associated with this z-score. The probability of having 9% or less left-handed people in the sample is approximately 0.346 or 34.6% when rounded to 3 decimal places.
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89, 74, 100, 86, 74, 67, 86, 72, 60, 93, 83, 86 what is the median?
Answers
Answer:
\( \boxed{ \bold{ \huge{ \boxed{ \sf{84.5}}}}}\)
Step-by-step explanation:
Given data :
89 , 74 , 100 , 86 , 74 , 67 , 86 , 72 , 60 , 93 , 83 , 86
Arranging the data in ascending order, we have,
60 , 67 , 72 , 74 , 74 ,83 , 86 , 86 , 86 , 89 , 93 , 100
Here, n ( total no.of observation ) = 12
Now, finding the position of media :
\( \boxed{ \sf{position \: of \: median = ( \frac{n + 1}{2} ) ^{th} \: item}}\)
⇒\( \sf{ (\frac{12 + 1}{2} ) ^{th} item}\)
⇒\( \sf{( \frac{13}{2} ) ^{th} item}\)
⇒\( \sf{ {6.5}^{th} item}\)
6.5 th item is the average of 6 th and 7 th items.
Again,
\( \sf{median = \frac{ {6}^{th \: item} + {7}^{th} item}{2} }\)
⇒\( \sf{ \frac{83 + 86}{2} }\)
⇒\( \sf{ \frac{169}{2} }\)
⇒\( \sf{84.5}\)
Hope I helped!
Best regards!!
ASAPPP!!
PLS SOMEONE HELP ME WITH THIS
Answers
Answer:
Remove 1 stripyRemove 3 stripyAdd 2 plainsAdd 5 plainsHope this helps!
The distance, y, in miles, traveled by a car in a certain amount of time, x, in hours, is shown in the graph below:
Which of the following best describes the motion of the car shown?
It travels for 1 hour, then stops for 1 hour, and finally travels again for 3 hours.
It travels for 2 hours, then stops for 1 hour, and finally travels again for 2 hours.
It travels for 1 hour, then stops for 2 hours, and finally travels again for 5 hours.
It travels for 2 hours, then stops for 3 hours, and finally travels again for 5 hours.
Answers
Answer:
It travels for 1 hour, then stops for 1 hour, and finally travels again for 3 hours.
Answer:
It travels for 1 hour, then stops for 1 hour, and finally travels again for 3 hours
Step-by-step explanation:
From 0 to 1 that's 1 hr then
From 2 to 1 that's 1 hr but no motion so that means that the car stopped
And then ,from 2 to 5 that's means 3 hr travelling
A summary of two stocks is shown.
Name of Stock Symbol Closing Price Day 1 Closing Price Day 2 Closing Price Day 3
Unix Co UNX 8.15 8.78 8.06
Cubix Inc CBX 15.65 16.92 14.35
Suppose you purchase 65 shares of Unix stock and 50 shares of Cubix stock on Day 1 at the closing price. Which day, during the following two days, would be best to sell both stocks on, and by how much?
Answers
The best day to sell both stocks would be Day 2, as both stocks saw an increase in closing price. The total profit from selling both stocks on Day 2 would be $104.65.
What is opening and closing price?The stock's trading price at the close of a trading day is known as the closing price. Up to the start of the following trading session, this is the stock's most recent price. The market hours for shares are 9:15 AM to 3:30 PM. In the case of equities, the closing price is determined as the weighted average price of the previous 30 minutes, or from 3:00 to 3:30 PM.
The price at which a stock first trades on an exchange on a trading day is known as the opening price. The market hours for shares are 9:15 AM to 3:30 PM. Nonetheless, the pre-market window, which runs from 9:00 AM to 9:08 AM, is when the exchange begins accepting orders.
According to the given information,
For Unix Co the change in closing price:
From Day 1 to Day 2:
8.78 - 8.15 = 0.63,
From Day 1 to Day 3:
8.06 - 8.15 = -0.09.
Now, for Cubix Inc we have:
Day 1 to Day 2:
16.92 - 15.65 = 1.27
Day 1 to Day 3:
14.35 - 15.65 = -1.30.
Thus, the best day to sell both stocks would be Day 2, as both stocks saw an increase in closing price.
Now, when we sell 65 shares of Unix Co at day 2 at 8.78 we have:
(8.78 - 8.15) x 65 = $41.15
For 50 shares of Cubix Inc:
(16.92 - 15.65) x 50 = $63.50.
Hence, the total profit from selling both stocks on Day 2 would be $41.15 + $63.50 = $104.65.
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Which table has a constant of proportionality between
�
yy and
�
xx of
12
1212?
Choose 1 answer:
Choose 1 answer:
(Choice A)
�
xx
�
yy
1
2
2
1
start fraction, 1, divided by, 2, end fraction
6
66
2
22
24
2424
10
1010
120
120120
A
�
xx
�
yy
1
2
2
1
start fraction, 1, divided by, 2, end fraction
6
66
2
22
24
2424
10
1010
120
120120
(Choice B)
�
xx
�
yy
1
4
4
1
start fraction, 1, divided by, 4, end fraction
3
33
3
33
60
6060
12
1212
144
144144
B
�
xx
�
yy
1
4
4
1
start fraction, 1, divided by, 4, end fraction
3
33
3
33
60
6060
12
1212
144
144144
(Choice C)
�
xx
�
yy
1
3
3
1
start fraction, 1, divided by, 3, end fraction
4
44
6
66
78
7878
9
99
117
117117
C
�
xx
�
yy
1
3
3
1
start fraction, 1, divided by, 3, end fraction
4
44
6
66
78
7878
9
99
117
117117
Answers
The table that have a constant of proportionality between y and x of 12 is the first table
What is the table that have a constant of proportionality between y and x of 12?From the question, we have the following parameters that can be used in our computation:
The table of values
From the first table of values, we have the following readings
(x, y) = (1/2, 6), (2, 24) and (10, 120)
Using the above as a guide, we have the following:
The constant of proportionality between y and x in the graph is
k = y/x
Substitute the known values in the above equation, so, we have the following representation
k = 6/(1/2) = 24/2 = 120/10
Evaluate
k = 12 = 12 = 12
Hence, the constant of proportionality between y and x in the first table is 12
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Complete question
Which table has a constant of proportionality between y and x of 12?
x 1/2 2 10
y 6 24 120
x 1/4 3 12
y 3 60 144
x 1/3 6 9
y 4 78 117
what is the absolute value of \(-\frac{10}{3}\)
Answers
\(\huge\text{Hey there!}\)
\(\large\boxed{\text{describes the length from 0 that a given number is on the number}} \\\large\boxed{\text{line, without considering the direction it is going in}}\)
\(\large\boxed{\mathsf{|-\dfrac{10}{3}}|}\\\large\boxed{\mathsf{\rightarrow -3.33333333333}}\\\\\large\boxed{\text{The absolute value}}\\\large\boxed{\mathsf{= \dfrac{10}{3}}}\\\large\boxed{\mathsf{\rightarrow 3.33333333333}}}\\\\\huge\boxed{\mathsf{Therefore, your\ answer is: \mathsf{\dfrac{10}{3}}}}\huge\checkmark\)
\(\huge\text{Good luck on your assignment \& enjoy your day!}\)
~\(\frak{Amphitrite1040:)}\)
what is the center of the circle shown below
Answers
Answer: c
Step-by-step explanation:
Answer:
C. S
Step-by-step explanation:
Find three consecutive odd integers whose sum is 105. Write the equation
Answers
(x)+(x+2)+(x+4) = 105 is the equation
The three consecutive odd integers are 33, 35, 37
33+35+37 = 105
=====================================================
Work Shown:
x = first odd integer
x+2 = next consecutive odd integer
x+4 = third consecutive odd integer
The three items sum to 105
(x)+(x+2)+(x+4) = 105 is the equation
3x+6 = 105
3x = 105-6
3x = 99
x = 99/3
x = 33 is the first odd integer
x+2 = 33+2 = 35 is the second consecutive odd integer
x+4 = 33+4 = 37 is the third consecutive odd integer
-----------
Check:
33+35+37 = 105
The answers are confirmed.
-3x - 2y=6 how would I graph this? Do I solve it first?
Answers
Given:
The expression is given as,
\(-3x-2y=6\)The objective is to graph the function.
Explanation:
As the degree of the function is 1, the graph of the expression will be a straight line.
To obtain two coordinates to draw a straight line first consider x = 0 in the expression.
\(\begin{gathered} -3(0)-2y=6 \\ y=\frac{6}{-2} \\ y=-3 \end{gathered}\)Thus, the obtained coordinate is (0,-3).
Now, consider y = 0 in the given expression.
\(\begin{gathered} -3x-2(0)=6 \\ x=\frac{6}{-3} \\ x=-2 \end{gathered}\)Thus, the obtained coordinate is (-2,0)
To plot the graph:
Thus, the graph of the expression will be,
Hence, the graph of the equation is obtained.
Imagine that you are a teacher grading your students’ assignments. The following questions were turned in with incorrect answers. Trace through the process of solving them to discover where your students made a mistake in their order of operations. Which step of PEMDAS did they do out of order? Explain.
(6-2)^2+12-3^2
The correct answer is 19
student answer 97
Answers
The student did the subtraction step of PEMDAS out of order.
What is PEMDAS?PEMDAS is a rule regarding precedence of operations, given as follows, from highest to lowest precedence.
Parenthesis.Exponents.Multiplication/Division.Addition/Subtraction.In this problem, the expression is:
(6 - 2)² + 12 - 3².
The student reached an answer of 97 as follows:
(6 - 2)² + 9² = 4² + 9² = 16 + 81 = 97.
The student did the subtraction first, hence the student did the subtraction step of PEMDAS out of order.
The correct solution is:
(6 - 2)² + 12 - 3² -> Solve the Parenthesis.
4² + 12 - 3² -> Solve the Exponents.
16 + 12 - 9 -> Solve the Addition and Subtraction.
19.
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whats the area of a rectangle with a length of 10 inches and a width of 6 inches?
Answers
Answer:
it's 60!
Step-by-step explanation:
10
×6
-------
60
1. a certain college wants to estimate the amount of time students, who live off campus, spend commuting to classes each week. a random sample of 45 off-campus students is surveyed. a) identify the population and sample for this study. b) what data is being collected? what type of data is this? c) what type of study is this?
Answers
The objective of this research is to collect data on a specific component of the off-campus student population.The amount of time they spend travelling to courses each week.
a) The population for this study is all off-campus students at this college, and the sample is a random sample of 45 off-campus students who are polled. The sample is chosen at random to be representative of the entire population.
b) The data being gathered is the amount of time the surveyed students spend each week travelling to school. Because it reflects a numerical measurement, this is quantitative data. This information will be used to calculate the average commuting time for off-campus students and to identify any possible concerns or areas for improvement in commuting.
c) This is a descriptive research, since it seeks to characterise and summarise the features of the off-campus student population in terms of commuting time. The study's purpose is to better understand off-campus students' commuting patterns and gather ideas into how to enhance their commuting experience.
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If 20 shirts cost $100, how many shirts can i buy for $300 ?*
Answers
Answer:
60
Step-by-step explanation:
Find the value of each variable in the parallelogram.
(b - 10)
(b + 10)
b=
C=
d =
Answers
Based on the properties of the angles of a parallelogram, the value of each variable are:
b = 90d = 100°c = 80°The Angles of a ParallelogramThe opposite sides of a parallelogram have the same equal measure, that is they are congruent.Adjacent angles or consecutive interior angles of a parallelogram are supplementary, that is their sum equals 180 degrees.Thus:
(b - 10) + (b + 10) = 180
b - 10 + b + 10 = 180
Add like terms
2b = 180
b = 90
d = b + 10 (opposite angles)
Plug in the value of b
d = 90 + 10
d = 100°
c = b - 10
Plug in the value of b
c = 90 - 10
c = 80°
Therefore, based on the properties of the angles of a parallelogram, the value of each variable are:
b = 90d = 100°c = 80°Learn more about parallelogram on:
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1) What equation is used in the function table below?
Answers
Answer:
y = -3x
Step-by-step explanation:
The table shows two options provided by a high-speed Internet provider.Setup Fee ($) Cost per Month ($)Option 1 4520Option 2 No setup fee$35Part 1 out of 2In how many months will the total cost of both options be the same? WhatIn months the total cost of both options will be the same. That cost
Answers
Ok, so
We have that, for option 1:
The total cost of the service will be:
20x + 45. Where x is the number of months.
Fot option 2, the total cost will be:
35x + 0. Where x is the number of months.
If we equal both equations, we obtain:
20x + 45 = 35x.
Now, we have to solve this equation to find the number of months in which the cost will be the same for two options.
Then, 45 = 15x and x=3.
So, the number of months is 3.
Then, that cost can be found, if we replace x=3 in any equation. For example, in equation 2:
Cost = 35x which is equal to 35*3 and this is 105.
So, after 6 months:
Option 1 will be equal to: 20(6) + 45 and this is: 165$.
Option 2 will be equal to 35(6) and this is: 210$.
Then, Option 1 will be the cheaper option.
1) Jo Anne needs to do a speech in her English class that can't be more than 4 minutes
long. She timed herself when she practiced last night and was within the time limit. In class,
her speech was 10 seconds less than the one that she did at home. What are the possible
times for her speech at school?
Answers
Answer:
( 0 < y < 23 / 6 ) mins
Step-by-step explanation:
Solution:-
We will define a variable ( x ) as the time it took for Jo Anne to give her speech at home.
The time taken to give her speech must always be less than 4 minutes. We can express this mathematically using an inequality as follows:
( 0 < x < 4 ) minutes
Jo Anne gave her speech which was 10 seconds less than the one she practised at home. We will convert the time in seconds to minutes as follows:
\(10 s * \frac{min}{60 s} = \frac{1}{6} min\)
The time taken by Jo Anne to complete her speech in English class can be represented as:
y = x - 1/6
Using the range of time that Jo Anne could take in delivering her speech in the class would be:
0 < x < 4
0 - 1/6 < y < 4 - 1/6
-1/6 < y < 23 / 6
Since time can not be less than zero. We correct the lower limit to " 0 " as follows:
( 0 < y < 23 / 6 ) mins
The possible times for her speech of her at school vary between 0 and 3:50 minutes.
Since Jo Anne needs to do a speech in her English class that can't be more than 4 minutes long, and she timed herself when she practiced last night and was within the time limit, and in class, her speech was 10 seconds less than the one that she did at home, to determine what are the possible times for her speech at school the following calculation must be performed:
If she in her house was within the time limit, at most her speech had a duration of 4 minutes, with which the maximum limit here is 3 minutes and 50 seconds.Therefore, the possible times for her speech of her at school vary between 0 and 3:50 minutes.Learn more in https://brainly.com/question/22690925
Write the equation of the line in slope-intercept form that passes through the following points (1, 4) & (-5, 10)
Answers
The measure of one angle of a linear pair is 80°. If the
measure of the other angle is 4x°, what is x?
Answers
Linear pair means both angles equal 180.
Therefore 4x + 80 = 180
And then 4x = 100
And finally x= 25
Helppp pleaseeeeeee!!!!!!!!!!!!!!!!
Answers
Answer:
Step-by-step explanation:
the answer is c
Answer:
D.3,67m/s
Step-by-step explanation:
What is the value of y?
A. Cannot be determined
B. 65°
C. 60°
D. 120°
Answers
Answer:
C. 60°
Step-by-step explanation:
The angles in a triangle add up to 180°.
You are given 60° and 60°.
Add them
60 + 60 = 120
Subtract 120 from 180.
180 - 120 = 60°
The answer is 60°
a p e x
Domain and range
What’s the domain and range of {(-4,2), (2,-4), (1,2), (-1,-7)}
Answers
Range(2,-4,-7)