can someone help me? “Fond the measure of the missing angle” pleaseee

Each point is of the form (x,y). We replace x with some number to get a paired y value.

For instance, if x = 1, then,

[tex]y = \sqrt{5-x}\\\\y = \sqrt{5-1}\\\\y = \sqrt{4}\\\\y = 2[/tex]

Meaning x = 1 and y = 2 pair up. The point (x,y) = (1,2) is on the curve.

Then let's try x = 4

[tex]y = \sqrt{5-x}\\\\y = \sqrt{5-4}\\\\y = \sqrt{1}\\\\y = 1[/tex]

Showing (4,1) is also on the curve.

The point (5,0) is also on the curve too because of the steps below

[tex]y = \sqrt{5-x}\\\\y = \sqrt{5-5}\\\\y = \sqrt{0}\\\\y = 0[/tex]

We can't go any higher than x = 5 or else the expression 5-x will be negative. Eg: if x = 7, then 5-x = 5-7 = -2. We cannot take the square root of a negative and get some real number output.

So let's go in the opposite direction. Let's try x = -4

[tex]y = \sqrt{5-x}\\\\y = \sqrt{5-(-4)}\\\\y=\sqrt{5+4}\\\\y = \sqrt{9}\\\\y = 3[/tex]

Showing (-4,3) is also on the curve.

The x values I'm picking are such that the y value is an integer. For the majority of the x values, you'll get some decimal value which is a bit tricky to graph on paper. So effectively you'll have to use trial and error to find the right x values to pick. The goal is to get the stuff under the square root to simplify to some perfect square (0,1,4,9,...etc)

After generating enough points, you draw a curve through them all. The more points, the more accurate the graph.

Answer:

Step-by-step explanation:

If we let d represent the number of dimes, then d+8 represents the number of quarters. The total number of coins is the sum of the numbers of each:

  d +(d +8) = 20 . . . . . matches choice d

Collecting terms, we have ...

  2d +8 = 20

  d +4 = 10 . . . . . divide by 2

  d = 6 . . . . . . . . subtract 4

The kid has 6 dimes and 14 quarters. (matches choice b)

Answer:

(x+2)(x+4)=x^2+6x+8

Step-by-step explanation:

first you foil (x+2)(x+4) and you get x^2, 2x+4x+8

then combine like terms and you get x^2+6x+8

Answer:

(x+2)(x+4) = x*x + x*4 + 2*x + 2*4

                = x² + 4x + 2x + 8

                = x² + 6x + 8

Answer:

10y-10

Step-by-step explanation:

2 terms

Step-by-step explanation:

A proof that square root of 2 is irrational. ... An equation x² = a, and the principal square root ... The number under the radical sign is called the radicand. ... the given square numbers, each product of square numbers is equal to what square ... are relatively prime -- and it will be impossible to divide n· n into m· m and get 2.

Answer: The Answer is N = 5

Step-by-step explanation:

The reason is that 76 + n and 2n + 26. 5 can work for both of them. 76 + 5 = 81 which is a rational number and 2 * 5  + 26 = 36 which is also a rational number.

Answer:

2 11/12 cups of flour

Step-by-step explanation:

well 2 recipes is 2 1/2 cups of flour

1/3 is 1/3 x 1 1/4= 1/3 + 1/12= 5/12

so 2 11/12 cups of flour

Answer: 12 days

Step-by-step explanation:

Answer:

The pairs ( 1 , 2 ) and ( 2 , 1 ) are not equal because their respective elements are not equal.

Step-by-step explanation:

The pair of elements which are in specific order is called an ordered pair. The pair ( 1 , 2 ) is not same as the pair ( 2 , 1 ). In the pair ( 1 , 2 ) 1 is in the first position and 2 is in the second position. In the pair ( 2 , 1 ), 2 is in the first position and 1 is in the second position.

Two ordered pairs ( a , b ) and (c , d ) are said to be equal if a = c and b = d. We write ( a , b ) = ( c , d ).

Hope I helped!

Best regards!!

Learn more:

brainly.in/question/20738422

Answer and Step-by-step explanation:

The computation of the class width for a frequency is shown below:

Class width is

[tex]= \frac{Range}{Number\ of\ class} \\\\ = \frac{96 - 20}{7}[/tex]

= 10.86

= 11

Now the class limits for a frequency table

Particulars      Lower class limit to upper class limit

First class          20 - 30

Second class    31 - 41

Third class        42 - 52

Fourth class      53 - 63

Fifth class         64  74

Six class           75 - 85

Seventh class   86 - 96

The class width for a frequency table with seven classes is 10.86.

The class limits for a frequency table with seven classes are;

Particulars      Lower class limit to upper class limit

First-class          20 - 30

Second class    31 - 41

Third class        42 - 52

Fourth class      53 - 63

Fifth class         64  74

Six class           75 - 85

Seventh class   86 - 96

A data set with whole numbers has a low value of 20 and a high value of 96.

1. The class width for a frequency table with seven classes is;

[tex]\rm Frequency = \dfrac{Highest \ term - lowest\ term }{Class}\\\\ Frequency = \dfrac{96-20}{7}\\\\ Frequency = \dfrac{76}{7}\\\\ Frequency =10.86[/tex]

The class width for a frequency table with seven classes is 10.86.

2. The class limits for a frequency table with seven classes are;

Particulars      Lower class limit to upper class limit

First-class          20 - 30

Second class    31 - 41

Third class        42 - 52

Fourth class      53 - 63

Fifth class         64  74

Six class           75 - 85

Seventh class   86 - 96

To know more about Frequency click the link given below.

https://brainly.com/question/17678599

Answer:

Step-by-step explanation:

+(+) Two like signs become a positive sign 3+(+2) = 3 + 2 = 5

−(−) 6−(−3) = 6 + 3 = 9

+(−) Two unlike signs become a negative sign 7+(−2) = 7 − 2 = 5

−(+) 8−(+2) = 8 − 2 = 6

Servings = total amount / serving size

Servings = 5 / 3/4

When dividing by a fraction, reverse the fraction and multiply:

= 5 x 4/3

= 20/3

= 6 2/3 servings

Answer: 6 servings

Step-by-step explanation:

3/4+3/4+3/4+3/4+3/4+3/4=4.5

if you add 3/4 then it will be  5.25 so basically 5 tablespoons

it is 6 full servings

Answer:

Plant B

Step-by-step explanation:

The only measure of variation we really need to check is the mean, or average, of tomatoes that each plant produced. This is because if Kathryn was a farmer, she would want a plant that on average, produces more tomatoes. For that reason, in this context, the mode, median and range are irrelevant. To find the mean of a data set, you simply divide the sum of all of the data by the number of data in the set. Therefore:

Mean of Plant A: (4 + 6 + 7 + 3 + 6 + 2 + 1 + 3 + 6 + 5) / 10 = 43 / 10 = 4.3

Mean of Plant B: (5 + 6 + 7 + 6 + 8 + 9 + 6 + 7 + 8 + 9) / 10 = 71 / 10 = 7.1

As you can see, the mean tomatoes Plant B produces is larger than that of Plant A, therefore, Kathryn should choose Plant B if she was a farmer.

Answer:

3 square fhfhfjshxfjkzkdjzhx h2jxfjwjznnznzn

Answer:

16x +2y +9

Step-by-step explanation:

I hope this helps. Just combine the numbers with the same Variable/letter. That's why only 7x and 9x were combined together

Answer:

It is an equation, and the answer is [tex]h = -3[/tex]

Step-by-step explanation:

We have a variable that's equal to a term, so this is an equation.

To solve this, we want to isolate h on one side.

[tex]h - (-5) = 2[/tex]

Subtracting a negative is the same thing as adding a positive:

[tex]h + 5 = 2[/tex]

Now we can subtract 5 from both sides to isolate h.

[tex]h + 5 - 5 = 2-5\\\\h = -3[/tex]

Hope this helped!

Answer:2 2/2

Step-by-step explanation:

Answer:

Inverse property of multiplication

Step-by-step explanation:

Answer:

The intersect of typing and accounting ( T ∩ A ).

Step-by-step explanation:

if 200 student study typing;

200 study accounting;

the set rule pictures this as;

       typing( T ) = { 200 typing student }

       accounting ( A )= { 200 accounting student }

To get the number of students enrolled for both courses;

  We intersect the typing and accounting sets values.

  that is;  

               students enrolled for both courses = T ∩ A

Answer:

The point of intersection is (6, 8). This indicates that in 6 days, asteroid A and B will collide at a point that is 8 million miles away from asteroid A's current position and 12 million miles away from asteroid B's current position.

Answer:

The point of intersection of the two lines is (6, 8). The x-value means that the two asteroids will collide in 6 days. The y-value means that they will collide 8 million miles away from where asteroid A is now located.

Step-by-step explanation:

Exact answer from edmentum.

Answer:

y = 4x + 9/4

Step-by-step explanation:

4x − y − 3 = 0

y = 4x − 3

The slope of the line is 4.

The slope of the tangent line is:

f(x) = x − x²

f'(x) = 1 − 2x

Setting the slope equal to 4:

4 = 1 − 2x

2x = -3

x = -3/2

The point on f(x) is:

f(-3/2) = -3/2 − (-3/2)²

f(-3/2) = -3/2 − 9/4

f(-3/2) = -15/4

Using point-slope form:

y − (-15/4) = 4 (x − (-3/2))

y + 15/4 = 4 (x + 3/2)

y + 15/4 = 4x + 6

y = 4x + 9/4

0.06 es la repuesta

Step-by-step explanation:

Aqui esta como lo podias aser:

1. 3x + 30=80

-30. -30

3x=50

÷3. ÷3

Necesitas que divinir 50 en 3

3(0.06) + 30=80 x=0.06

Answer:

You're looking for the graph [tex]y=2x[/tex]

Step-by-step explanation:

If Estelle is raking in leaves at a constant rate, which we usually assume for cases like this, we're looking for a function of the form

[tex]y=kx+m[/tex]

x here is going to be the number of hours, or time.

y is going to be the number of bags she has raked in.

First of all, we know that at time 0, she hasn't raked in any leaves. So when x is 0, we know y is 0. Let's put these values in our function.

[tex]0 = k * 0 + m[/tex]

[tex]0 = 0 + m[/tex]

[tex]m = 0[/tex]

We now know m is 0.

We also know that after 1 hour, Estelle has 2 bags of leaves. So when x is 1, y will be 2. Let's put these values in.

[tex]2 = k*1[/tex]

We're excluding m as we know it's 0.

[tex]k=2[/tex]

So k is 2, and m is 0. Let's put these values in our original function [tex]y=kx+m[/tex]:

[tex]y = 2x + 0[/tex]

[tex]y=2x[/tex]

The equation is y=2x.

Putting this into a graphing calculator, we get this graph (attached).

Answer:

The base of -5 raise to 7 is -5 and its exponent is 7. The base-9/7 raise to the power of 6 is -9/7 and it's exponent is 6.

Step-by-step explanation:

Answer:

The base of -5 raise to 7 is -5 and its exponent is 7. The base-9/7 raise to the power of 6 is -9/7 and it's exponent is 6.

Step-by-step explanation:

Answer:

44

Step-by-step explanation:

You plug in both numbers for the corresponding letters

Answer:

35/40

Step-by-step explanation:

7/8, with the given denominator 40

So how do we get 8, to turn into 40?

Simple multiplication.

8x5 = 40, and whatever we multiply times the denominator, we multiply for the numerator.

So

7x5 = 35

The answer should be 35/40

Answer:

False

Step-by-step explanation:

Geometric series have ratios.

The ratio here is 2.

So the next term should be -8.

Answer:

Hey there!

Using conversion factors we get-

72 km/h=20 m/s

108 km/h=30 m/s

Let me know if this helps :)

●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●

Hi my lil bunny!

❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙

Prime Factor of 84:

84

84 divides by 2 84 = 42 x 2

84 = 2 x 42

42 divides by 2 42 = 21 x 2

42 = 2 x 2 x 21

21 divides by 3 21 = 7 x 3

21 = 2 x 2 x 3 x 7

2, 3, 7 is a prime number, therefore no further factorization is possible = 2 x 2 x 3 x 7

~~~~~~~~~~~~~~~~~~~~~~

Prime Factor of 98:

98

98 divides by 2 98 = 49 x 2

98 = 2 x 49

49 divides by 7 49 = 7 x 7

49 = 2 x 7 x 7

2, 7 is a prime number, therefore no further factorization is possible = 2 x 7 x 7

❧⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯☙

●✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎❀✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎✴︎●

Have a great day/night!

❀*May*❀

Answer:

Step-by-step explanation:

You have shared only one graph, that of a quadratic function with vertex at (0, 0) and an equation based upon y = ax^2, where a is a constant coefficient.

Please go back to the source of  your question and describe the other graphs that were given to you.

The graph that shows a straight line is the linear function.

Answer:

C(h) = 50h + 25

$425

Step-by-step explanation:

Et the plumber works for h hours.

Cost of one hour = $50

Therefore, cost of h hours = $50h

Total cost = cost of h hours + plumber service call charge

C(h) = 50h + 25 (required equation)

Plug h = 8

C(8) = 50* 8 + 25 = 400 + 25 = $425