A ladder leans against the wall of a building. The ladder measures
41 inches and forms an angle of 42° with the ground. How far from
the ground, in inches, is the top of the ladder? How far from the
wall, in inches, is the base of the ladder? Round to two decimal
places as needed.
We can use trigonometry to solve this problem. Let's call the height of the ladder "h" and the distance from the wall to the base of the ladder "d".
From the problem, we know that the ladder forms a 42° angle with the ground. This means that the sine of the angle is equal to the opposite side (h) over the hypotenuse (41 inches):
sin(42°) = h/41
We can solve for h by multiplying both sides by 41 and taking the sine of 42°:
h = 41 × sin(42°)
h ≈ 28.61 inches
So the top of the ladder is about 28.61 inches from the ground.
To find the distance from the wall to the base of the ladder, we can use the cosine of the angle:
cos(42°) = d/41
We can solve for d by multiplying both sides by 41 and taking the cosine of 42°:
d = 41 × cos(42°)
d ≈ 31.15 inches
So the base of the ladder is about 31.15 inches from the wall.
given the following frequency table of values, is the mean or the median likely to be a better measure of the center of the data set? value232425262728frequency434424
The Mean likely to be a better measure of the center of the data set.
What are mean and median?The mean is the average value which can be calculated by dividing the sum of observations by the number of observations
Mean = Sum of observations/the number of observations
Since Median represents the middle value of the given data when arranged in a particular order.
The measure of central tendency is the value that best describes a data set.
The measure of central tendency could be the mean, mode, and median
Recall that the best measure of central tendency is the mean
In this exercise, since the data values and the frequency of occurence, the measure of center that best describes the set of data in the table is the mean (Average).
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Problem #5
A silo is shaped like a cone and contains wheat. The radius is 10 feet and the height is 15
feet. If the silo can release wheat from its bottom at the rate of 25 cubic feet per minute, how
long would it take for the silo to empty fully? Round your answer to the nearest minute. Use
the approximate value of л, that is 3.14.
The volume of wheat in the silo is about 1,570 feet and it would take about 63 minutes at the given rate for the silo to empty fully.
What is volume?The area that any three-dimensional solid occupies is known as its volume. These solids can take the form of a cube, cuboid, cone, cylinder, or sphere.
Various forms have various volumes. We have studied the several solids and forms that are specified in three dimensions, such as cubes, cuboids, cylinders, cones, etc., in 3D geometry. We will discover how to find the volume for each of these shapes.
The silo is in the shape of cone, so use the formula of volume of a cone to find volume of wheat the tank can hold.
The formula to find volume of a cone is:
V = 1/3 · πr2h -----(1)
Substitute π ≈ 3.14, r = 10 and h = 15 in (1).
V ≈ 1/3 · 3.14 · 102 · 15
V ≈ 1/3 · 3.14 · 100 · 15
V ≈ 1,570
So, the volume of wheat in the silo is about 1,570 feet.
Silo can release wheat from its bottom at the rate of 25 cubic feet per minute.
= 1,570 / 25
= 62.8
≈ 63
Hence, it would take about 63 minutes for the silo to empty fully.
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A house painter knows that he can cover 400 square feet with a gallon of paint.
Write an equation that shows how the number of square feet the painter can cover, y, depends on the number of gallons of paint available, x
The equation that shows how the number of square feet the painter can cover, y, depends on the number of gallons of paint available, x is y = 400x.
What is an Equation?An equation is the statement of two expressions located on two sides connected with an equal to sign. The two sides of an equation is usually called as left hand side and right hand side.
Given that,
A house painter knows that he can cover 400 square feet with a gallon of paint.
Let x be the number of gallons of paint.
Let y be the number of square feet the painter can cover.
Number of square feet the painter can cover with 1 gallon of paint = 400
Number of square feet the painter can cover with x gallon of paint = 400x
So y = 400x
Hence the required equation is y = 400x
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help me: A circle has a diameter of 140 cm.
Work out the circumference of the circle.
Give your answer correct to 3 significant figures.
Answer:
440cm (to 3 s.f.)
Step-by-step explanation:
circumference= πd
= π×140
= 440cm (to 3 s.f.)
Use the figure below to answer the following questions.
10.
Name the vertex of the angles.
11.
12.
Name a point in the interior of ZCOB.
Name the sides of 22.
B
Q.
57°
2
43°
°F
A
1) Vertex - A,B,C,O,Q,F
2) Points in the interior of ∠COB - Q,F
3) Sides of ∠2 - side OC and side OA.
What is Interior angles?
Interior angles can be generated in two methods in geometry. The first occurs within a polygon, whereas the second occurs when parallel lines are cut by a transversal. Angles are classified into many sorts based on their measurements.
1) Vertex of angles would be A,B,C,O,Q,F
2) The points in the interior of ∠COB would be, Q,F
3) The sides of ∠2 would be, side OC and side OA.
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how many different rational numbers between $\dfrac{1}{1000}$ and $1000$ can be written either as a power of $2$ or as a power of $3$, where the exponent is a (possibly negative) integer?
The number of different rational numbers between [tex]$\dfrac{1}{1000}$[/tex] and 1000 that can be written either as a power of 2 or as a power of 3, where the exponent is a (possibly negative) integer, is 33.
To find all of the possible rational numbers, we need to find all the integer exponents for 2 and 3 that satisfy the conditions. [tex]2^0 = 1, 2^{-3} = 1/8, 2^{-2} = 1/4, 2^{-1} = 1/2, 2^1 = 2, 2^2 = 4, 2^3 = 8[/tex], and so on.
Similarly, for 3, we have [tex]3^0 = 1, 3^{-3} = 1/27, 3^{-2} = 1/9, 3^{-1} = 1/3, 3^1 = 3, 3^2 = 9, 3^3 = 27[/tex], and so on.
By combining the positive and negative exponents of 2 and 3, we get 33 different rational numbers that satisfy the conditions.
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consider a linear system with the same number of equations as variables. when does this system have a unique solution?
The two system of linear equation with two variables has unique solution if and only if ( a₁ / a₂ ) ≠ ( b₁ / b₂ ) ≠ ( c₁ / c₂ ).
Let us consider two linear equation with two variables 'x' and 'y'.
Number of equations are same as number of variables
⇒We have two system of linear equation that is :
a₁x + b₁y + c₁ = 0
a₂x + b₂y + c₂ = 0
Condition for system of linear equation has unique solution is:
( a₁ / a₂ ) ≠ ( b₁ / b₂ ) ≠ ( c₁ / c₂ )
⇒ lines intersect at one point gives unique solution.
Therefore, the linear system of equation with two variables representing it has unique solution by ( a₁ / a₂ ) ≠ ( b₁ / b₂ ) ≠ ( c₁ / c₂ ).
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Let g(x) be the indicated transformation of f(x). Write the rule for g(x).
7. f(x)=2x, shift the graph vertically 2 units
8. f(x)= x-3; horizontal stretch by a factor of 3
9. f(x)=X: vertical compression by a factor of
Let g(x) be the indicated combined transformation of f(x) = x. Write
the rule for g(x).
10. horizontal stretch by a factor of 5 followed by a horizontal
shift right 2 units
11. vertical shift down 3 units followed by a vertical compression
by a factor of
12. reflection across the y-axis followed by
a vertical shift up 4 units
Solve.
13. Tia's earnings can be represented by the function f(x) = 5x + 120,
where x is the number of hours she works. If she works 3 additional
hours, her earnings function is g(x) = 5(x + 3) + 120. What type of
transformation can be applied to the graph of fto get the graph of g?
Answer:
g(x) = 2x + 2
g(x) = 3(x-3)
g(x) = 1/3x
g(x) = 5(x + 2)
g(x) = 1/3(x - 3) + 3
g(x) = -x + 4
Vertical shift of 3 units to the right.
Step-by-step explanation:
in a bag of 10 marbles, there are 4 blue, 3 red, 2 green, and 1 yellow. What is the probability that you draw one marble that is green, replace it, and draw another marble that is red? Enter your answer as a fraction in lowest terms. Do not add spaces to your answer.
The probability of drawing a green marble and replacing it is 2/10 = 1/5.
Since the marble is replaced, the probability of drawing a red marble on the second draw is still 3/10.
The probability of both events occurring is the product of their individual probabilities:
1/5 * 3/10 = 3/50
So the probability of drawing a green marble, replacing it, and drawing a red marble is 3/50.
Hurry 4 1/2 -(2 1/3-1 1/4)
13/4 is the value of [tex]4\frac{1}{2} -(2\frac{1}{2}-1 \frac{1}{4})[/tex]
What is Fraction?A fraction represents a part of a whole.
The given expression is [tex]4\frac{1}{2} -(2\frac{1}{2}-1 \frac{1}{4})[/tex]
Convert each mixed fraction to improper fraction
9/2-(5/2-5/4)
9/2-(10-5/4)
9/2-5/4
LCM of 4 and 2 is 4
18-5/4
13/4
Hence, 13/4 is the value of [tex]4\frac{1}{2} -(2\frac{1}{2}-1 \frac{1}{4})[/tex]
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2(5+3(10+5(12-3))) como la resuelvo?
Answer:
340
Step-by-step explanation:
[tex]2(5 + 3(10 + 5(12 - 3)))[/tex]
let's start with:
The most inner brackets[tex]5(12 - 3)[/tex]
[tex](12 - 3) = 9[/tex]
[tex]5(9) = 45[/tex]
let's rewrite the question now while removing the solved brackets and substituting it with 45
[tex]2(5 + 3(10 + 45))[/tex]
let's solve the current inner brackets[tex]3(10 + 45)[/tex]
[tex](10 + 45) = 55[/tex]
[tex]3(55) = 165[/tex]
let's rewrite the question and do the same thing as before
[tex]2(5 + 165)[/tex]
Lastly let's solve the last brackets[tex]2(5 + 165)[/tex]
[tex](5 + 165) = 170[/tex]
[tex]2(170) = 340[/tex]
another aleks question,,, pleas and thank u
According to algebra properties, the following properties are used in the resolution of a linear equation:
Step 2: compatibility with multiplication.
Step 3: existence of multiplicative inverse, associative and modulative properties and definition of multiplication.
Step 4: existence of additive inverse.
Step 5: associative and modulative properties and existence of additive inverse.
How to solve a linear equation
Herein we find the case of a linear equation with one variable, that must be cleared by algebra properties. First, write the entire equation:
8 · (y + 3) = - 16 / 8
Second, use compatibility with multiplication:
8 · (y + 3) / 8 = - 16 / 8
Third, apply existence of multiplicative inverse, associative and modulative properties and definition of multiplication:
y + 3 = - 2
Fourth, use existence of additive inverse:
y + 3 - 3 = - 2 - 3
Fifth, use associative and modulative properties and existence of additive inverse:
y = - 5
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you created a scatterplot of miles per gallon against weight; check to make sure it was included in your attachment. does the graph show any trend? if
A scatterplot of miles per gallon (MPG) against weight can reveal the relationship between the two variables. If there is a trend in the graph, it can help us understand the relationship between the two variables.
For example, if the graph shows a negative correlation, meaning that as the weight of the vehicle increases, the MPG decreases, this trend may be what is expected, as heavier vehicles typically have lower fuel efficiency. On the other hand, if the graph shows no trend or a positive trend, it would indicate that weight and MPG are not significantly related, which might not be what was expected.
It is important to keep in mind that a scatterplot can only show the relationship between two variables and cannot provide a definitive explanation of the cause-and-effect relationship between them
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Complete Question: you created a scatterplot of miles per gallon against weight; check to make sure it was included in your attachment. does the graph show any trend? if yes, is the trend what you expected? why or why not?
y varies as t. If y = 6 when t =4, calculate:
a) the value of y, when t = 6
b) the value of t, when y = 4
Answer:
see explanation
Step-by-step explanation:
given y varies as t , then the equation relating them is
y = kt ← k is the constant of variation
to find k use the condition y = 6 when t = 4
6 = 4k ( divide both sides by 4 )
[tex]\frac{6}{4}[/tex] = k , that is
k = [tex]\frac{3}{2}[/tex]
y = [tex]\frac{3}{2}[/tex] t ← equation of variation
(a)
when t = 6 , then
y = [tex]\frac{3}{2}[/tex] × 6 = 3 × 3 = 9
(b)
when y = 4 , then
4 = [tex]\frac{3}{2}[/tex] t ( multiply both sides by 2 to clear the fraction )
8 = 3t ( divide both sides by 3 )
[tex]\frac{8}{3}[/tex] = t
your friend shows u a coin collection. In it, 45/50 of the coins are quarters. what percent of the coins are quarters?
Answer:
90.00%
Step-by-step explanation:
Answer:
90% is quarters
The length of a rectangle l is 4 units longer than its width. What is the area of the rectangle?
Answer:
Assuming you are looking for an expression to represent the area of the rectangle, as you didn't provide any values for the length or width, the area of the rectangle is [tex]x^{2} +4x[/tex] [tex]un^{2} .[/tex]
Step-by-step explanation:
The formula for the area of a rectangle is [tex]a=lw[/tex], where [tex]l[/tex] represents the length of the rectangle, and [tex]w[/tex] represents the width. We are given that the length of the rectangle is 4 units longer than its width, so we can set the width to be represented by the variable [tex]x[/tex], and we get that the length and width are [tex]x+4[/tex] and [tex]x[/tex] respectively. As we are trying to find the area of the rectangle, we have to multiply the length and width of the rectangle together, which then we will get that the area of the rectangle is [tex]x(x+4)=x^{2} +4x[/tex] [tex]un^2.[/tex]
If your teacher or whatever website you're using requires a specific variable, you can just replace the [tex]x[/tex] in the expression to whatever you need.
Have a great day! Feel free to let me know if you have any more questions :)
Use substitution to determine whether the given value of the variable is a solution of the equation 4n+4=14; n=2.5
Answer: To determine whether 2.5 is a solution to the equation 4n + 4 = 14, we can substitute 2.5 for n in the equation and see if it makes the equation true.
So, if we substitute 2.5 for n in the equation:
4(2.5) + 4 = 14
Expanding the left-side expression:
10 + 4 = 14
Simplifying further:
14 = 14
Since the equation is true, we can conclude that 2.5 is a solution to the equation 4n + 4 = 14.
Step-by-step explanation:
Could you please help me with 1, 2, 3, 4, 6, and 8 please it will mean a lot
After rewriting the expression [tex]4 ^ {( 2x -4)}[/tex] using distributive property, [tex]4^{2x} . 4^{-4}[/tex] is the equivalent expression.
Describe expression.In mathematics, it is acceptable to multiply, divide, add, or negate. The construction of an expression looks like this: Amount, a mathematical operator, and an expression A mathematical expression's variables can be numbers, amounts, or functions (such as addition, subtraction, multiplication or division etc.)
Contrasting concepts and language is typical practice. Any mathematical statement that rates systems, numbers, and then an arithmetic operation between them is referred to as an expression, sometimes known as a formula. For instance, the arithmetic operator + separates the word m from the terms 4m and 5 in the balanced formula, just as it does for the variable m in the phrase 4m + 5.
given
Expressions that are equivalent do the same thing even when they have distinct appearances.
Two quadratic expressions that are analogous have the same value when we use the same value for the variable.
[tex]4 ^ {( 2x -4)}[/tex]
[tex]4^{2x} . 4^{-4}[/tex]
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Define units for the time that Marshall has the beans and the amount of coffee beans that Marshall has left.
After 4 weeks the amount of coffee that Marshall will have left would be = 20 ounces.
How to calculate the amount of coffee left?The amount of ground coffee that Marshall bought for his office machine = 40 ounces
The quantity of coffee he uses per week in his office = 5 ounces.
Therefore for 4 weeks would be= ?
But, 1 week = 5 ounces
4 weeks = X
make X the subject of formula;
X = 5×4 = 20 ounces
The amount of ground coffee that will remain = 40-20 = 20 ounces.
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Consider the quadratic function f(x) = x2 – 5x + 12. Which statements are true about the function and its graph? Select three options. The value of f(–10) = 82 The graph of the function is a parabola. The graph of the function opens down. The graph contains the point (20, –8). The graph contains the point (0, 0)
The statement that are true about the function and its graph is "The graph of the function is a parabola " , the correct option is (b) .
What is function?Function, in mathematics, an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable.
here, we have,
In the question ,
it is given that ,
the quadratic function is f(x) = x² – 5x + 12 .
for x = -10 ,
f(-10) = (-10)² – 5(-10) + 12
= 100 + 50 + 12
= 162
option(a) is false .
the graph of the quadratic function is shown below .
form the graph we can see that the graph is a parabola ,
and the function opens upwards ,
the graph does not contain the points (20,-8) and (0,0)
Therefore , The statement that are true about the function and its graph is "The graph of the function is a parabola " , the correct option is (b) .
The given question is incomplete , the complete question is
Consider the quadratic function f(x) = x² – 5x + 12. Which statement is true about the function and its graph?
(a) The value of f(–10) = 82
(b) The graph of the function is a parabola.
(c) The graph of the function opens down.
(d) The graph contains the point (20, –8).
(e) The graph contains the point (0, 0).
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Question in picture.
Answer:
Since you are looking for an equation to represent the pattern, the correct equation in y = mx + b form would be y = 4x - 3.
Step-by-step explanation:
It's important to look for two things in order to write a slope-intercept form equation: the rate of change, and the beginning value.
First thing we can start with is the rate of change, which can be found by simply selecting any two points - or in this case terms - and find the difference between term values and term number, and then divide them by each other to find the rate of change. To make things easy, we can just use terms 1 and 2. Term 1 has a term 1 value of 1 block, while term 2 has a value of 5 blocks. In order to find the rate of change, we first find the difference in term value (5 - 1 = 4 blocks), then find the difference in term numbers (2 - 1 = 1 term), and lastly divide the difference in term value by the difference in term number (4 ÷ 1 = 4 blocks per term), which is your rate of change. Note that 4 is the number of blocks each term increases by when the term number increases by 1, and not the total number of blocks in each term.
Now that we know the rate of change, we can input it into the base equation, which will become y = 4x + b. Now we only need to find b. The simple way to solve for b would be to use a single term as reference, and plug in its term number and value into the equation and calculate b. Once again, it's easier to just use the lowest one, which would be term 1, with a term number of 1, and a term value of 1. By inserting these values, we'll get an algebraic equation to solve for b, which is 1 = 4(1) + b or 1 = 4 + b. Now, we just need a value for b that would make 4 + b equal to 1, which would be b = 1 - 4 = -3, so b would equal -3. Which means the final equation to represent this situation would be y = 4x - 3.
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Solomon has read 1/3 of his book. He finishes the book by reading the same amount each night for 5 nights. a. What fraction of the book does he read each of the 5 nights?
I don’t get how to do this please help!
Answer:
Length = 5 cm
Width = 3 cm
Step-by-step explanation:
Part (a)
Length L = c
(i) Width W = c- 2 (width is 2 cm less than width)
(ii) Area of the rectangle = L x W
= c(c - 2) = c² - 2c
Part (b)
Area is given as 15 cm²
Therefore, c²- 2c = 15
Part (c)
The equation for area from part (b) is
c² - 2c = 15
Carry 15 to the left side by subtracting 15 from both sides:
c²- 2c - 15 = 15 - 15
c²- 2c - 15 = 0
This is a quadratic equation which can be solved easily by factoring
The factors of the constant 15 are 5 and 3
The constant is product of the factors is -15; so one of the numbers is negative
The sum of the numbers is the coefficient of c
Since this -2, the numbers are -5 and 3
Therefore the factorization of the equation
c² - 2c - 15 = (c + 3)(c - 5)
And since c² - 2c - 15 = 0 this means (c + 3)(c - 5) = 0
So either c + 3 = 0 ==> c = -3 which can be rejected because length cannot be negative
This gives us
c - 5 = 0
Or c = 5
So length = 5 cm
Since width = c - 2
width = 5 - 2 = 3
Length = 5
Width = 3
Can someone help me find the area of this please
Edit: Nevermind i just realised what i did wrong lol
The area of the given shape is 90.4 cm².
What is the area?The area is the entire amount of space occupied by a flat (2-D) surface or an object's shape.
On a sheet of paper, draw a square using a pencil. It has two dimensions. The area of a shape on paper is the area that it occupies.
Given the shape of the boat, which contain, a rectangle and two right triangles,
total area = area of rectangle + area of triangle,
dimensions of the rectangle are,
length = 12 cm width = 5.2 cm
area of rectangle = l*b
area of rectangle = 12*5.2
area of rectangle = 62.4 cm²
area of triangle = 1/2*b*h
height = 8 cm
total base of both triangles = 3 + 4
base = 7 cm
area of triangle = 1/2*8*7
area of triangle = 28 cm²
total area = 62.4 cm² + 28 cm²
total area = 90.4 cm²
Hence the area is 90.4 cm².
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What do I have to do
Answer:
Could you upload the whole picture? I think I can help but I don't understand what's it's asking.
Step-by-step explanation:
..
Is AABC a right triangle?
20
A
9
C
15
a. Yes
b. No
Answer:
No it's not!
Pythagorean theorem
15² + 9² = it's not 20
15² + 9² = 17 so
NO
If (fg)(x) = h(x) such that h of x is equal to the square root of the quantity 8 times x plus 6 end quantity which of the following could accurately represent f and g?
f of x is equal to the square root of the quantity 4 times x plus 3 end quantity and g of x is equal to the square root of the quantity 4 times x plus 3 end quantity
f of x is equal to the square root of the quantity 4 times x plus 3 end quantity and g of x is equal to the square root of 2
f (x) = 8x + 6 and g of x is equal to the square root of x
f of x is equal to the square root of x and g(x) = 8x + 6
The possible definitions of f(x) and g(x), considering the composition of the functions, are given as follows:
[tex]f(x) = \sqrt{x}[/tex]g(x) = 8x + 6.What is the composite function of f(x) and g(x)?The composite function of f(x) and g(x) is given by the following rule:
(f ∘ g)(x) = f(g(x)).
It means that the output of the inside function serves as the input for the outside function.
The functions for this problem are defined as follows:
[tex]f(x) = \sqrt{x}[/tex]g(x) = 8x + 6.As the composition of the functions is then given as follows:
[tex]h(x) = f(g(x)) = f(8x + 6) = \sqrt{8x + 6}[/tex]
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One way to establish validity of a questionnaire is by measuring:
A) the correlation between the score on the questionnaire and another measure of the same concept
B) The alpha value of the reliability coefficient
C) How well subjects perform on the questionnaire at one time compared to another time
D) The consistency by which multiple subjects are able to complete the questionnaire without error
B) The alpha value of the reliability coefficient is one way to establish the validity of a questionnaire.
What is equation?In its most basic form, an equation is a mathematical statement that indicates that two mathematical expressions are equal. 3x + 5 = 14, for example, is an equation in which 3x + 5 and 14 are two expressions separated by a 'equal' sign.
Here,
The alpha value of the reliability coefficient, also known as Cronbach's alpha, measures the internal consistency of a questionnaire. It indicates how well the items on the questionnaire are related to each other and form a consistent measure of the concept being assessed. A high alpha value indicates that the items on the questionnaire are measuring the same underlying concept and that the questionnaire is reliable.
Correlation between the score on the questionnaire and another measure of the same concept (Option A) and consistency by which multiple subjects are able to complete the questionnaire without error (Option D) can also provide information about the reliability of a questionnaire.
The alpha value of the reliability coefficient is one way to establish the validity of a questionnaire.
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. Find m/P. M (7x+31) (21x-19).
The value of the angle P is 107°
What are consecutive angles?Consecutive angles, also called contiguous or adjoining angles, are angles that have a common side and the same vertex.
They are located next to each other and share a side and vertex. The sum of the consecutive angles is equal to the angle formed by the non-common sides of the angles.
Consecutive angles are also adjacent angles, which means that the other two sides are opposite rays.
Given that, a figure, we need to find the measurement of the angle P,
We know that, the consecutive angles between the parallel lines are supplementary, so,
∠M + ∠P = 180°
7x+31 + 21x-19 = 180
28x = 180-12
28x = 168
x = 6
Therefore,
∠P = 21(6)-19 = 107
Hence, the value of the angle P is 107°
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