help i really don’t understand this

The measure of  angle B is m ∠B = 107°.

What is similar triangles?

Triangles that are similar in shape but differ in size are known as similar triangles. Examples of related objects include all equilateral triangles and squares with any side length. To put it another way, if two triangles are similar, then their corresponding angles and sides are congruent and equal in size.

Given:   Δ NPZ ~ Δ HBZ

As the triangles NPZ and triangle HBZ are similar that means the corresponding angles are congruent.

⇒ ∠N = ∠H,  ∠P = ∠B,  ∠Z = ∠Z

Since,

∠P = (8x - 37)°,  ∠Z = 42°,  ∠H = (2x - 5)°

⇒ 2x - 5 = ∠H,  ∠B = 8x - 37,  Z = 42°

Since, the sum of three angles of triangle is 180°.

⇒              ∠H + ∠B + ∠Z = 180°

(2x - 5)° + (8x - 37)° + 42° = 180°

                10x - 42° + 42° = 180°

                                  10x = 180°

                                     x = 18°

So,

∠B = (8x - 37)° = 8(18) - 37 = 144 - 37 = 107°.

Hence, the measure of  angle B is m ∠B = 107°.

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The height of the tree is closest to 40 feet.

We can use the proportion of similar triangles to determine the height of the tree.

Let h be the height of the tree and s be the length of the shadow cast by the tree.

We know that the height of the building is 60 feet and the length of its shadow is 21.5 feet. So:

(h/s) = (60/21.5)

We also know that the length of the shadow cast by the tree is 18 feet.

So we can substitute that into the proportion and solve for h:

h = (60/21.5) * 18

h = (60*18)/21.5

h ≈ 40

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The equation is y = 1000 - 10x, where y is the number of blankets sold and x is the price in dollars.

This equation represents the relationship between the number of blankets sold (y) and the price of each blanket (x). The equation starts with the total number of blankets Christina has to sell (1000) and then subtracts 10 for every $1 increase in the price of the blanket. This means that as the price of the blanket increases, the number of blankets sold will decrease by 10 for every $1 increase. For example, if Christina charges $50 for a blanket, the number of blankets sold would be 500 (1000 - (10x50)).

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There are 5/12 strawberries were left. This can be solved using the concept of fraction addition.

A fraction is a piece of the entire. The number is stated in arithmetic as a quotient, which signifies the numerator divided by the denominator. Both are integers in a straightforward fraction. The numerator or denominator of a complex fraction is a fraction. A suitable fraction has a numerator that is smaller than its denominator.

Three main fractional kinds exist. They come in three varieties: appropriate fractions, incorrect fractions, and mixed fractions. The numerator and denominator words are known as fractions. We define its kinds in light of these two words.

Given that,

A farmer took 2/3 of the strawberry that he harvested to a market.

At the market, the farmer sold 1/4th of the strawberry.

Now, the farmer has left no of strawberries were:

= (2/3) - (1/4)

= (8 - 3) / 12

= 5 / 12

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After making the subject of [tex]$n^2=4 \mathrm{~d}+t^3 / t^3$[/tex] could be [tex]$\mathrm{t}=\sqrt[3]{4 d / n 2-1}$[/tex]

An expression is a combination of symbols, such as numbers and operators, that represent a computation or a value. Expressions can be used to perform calculations, assign values to variables, and control the flow of a program. They are a fundamental concept in computer programming.

Simplification is the process of making an expression or equation simpler, while still maintaining its meaning or function. This can be done by combining like terms, combining or removing unnecessary elements, or applying mathematical rules or identities.

For example, in algebra, simplifying an expression might involve combining the coefficients of similar terms (such as 2x + 3x = 5x), or factoring out a common factor from multiple terms (such as 2x^2 + 4x = 2x(x+2)).

Glven expression,

[tex]$$\begin{aligned}& n^2=4 \mathrm{~d}+t^3 / t^3 \\& n^2=4 \mathrm{~d} / t^3+t^3 / t^3 \\& n^2=4 \mathrm{~d} / t^3+1 \\& n^2-1=4 \mathrm{~d} / t^3 \\& t^3=4 \mathrm{~d} / n^2-1 \\& \mathbf{t}=\sqrt[3]{4 d / n 2-1}\end{aligned}$$[/tex]

Hence after making [tex]$\mathbf{t}$[/tex] the subject of[tex]$n^2=4 \mathrm{~d}+t^3 / t^3$[/tex] could be

[tex]$$\mathrm{t}=\sqrt[3]{4 d / n 2-1}$$[/tex]

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a) The flowchart for the congruency of triangles is given below.

b) The triangles are congruent as DQ ≅ XZ, PQ ≅ XY, and ∠PQD ≅ ∠ZXY.

What is congruency?

The word 'congruent' means 'exactly equal' in terms of shape and size. Even when we turn, flip, or rotate the shapes, they remain equal.

In the given diagram, it can be seen that -

Line segment DQ = Line segment XZ.

Similarly, Line segment PQ = Line segment XY.

Since, the two sides of the triangle are equal, hence the third side must also be equal.

Line segment PD = Line segment ZY.

Also, in the diagram it can be seen that ∠PQD ≅ ∠ZXY.

Therefore, the triangles PDQ and ZXY are equal and congruent.

The flowchart for the same is given below.

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Answer:

66

Step-by-step explanation:

a^5

Answer:

16 929

Step-by-step explanation:

a1 = 22      d = 11     a 54  = 605

Sum = 54 ( 22 + 605) /2 = 16 929  

Answer:yes

Step-by-step explanation:

yes

Answer:

Starbursts = 12 dollars

M&M = 2 dollars

1. Make Startbursts and M&Ms into "x"

(a) 1x + 2x = 12

2. 3*1= 3

4+2x=12

(b) 4 packs

Answer:

Hey there! So the square root of 38 can be simplified by breaking it down into simpler parts. We can use a technique called prime factorization. We need to find the largest perfect square that is a factor of 38 and extract it from the square root. So, we can express 38 as 219 and that means we have 2^2=4 as the largest perfect square. Therefore, we can simplify the square root of 38 as 2sqrt(19).

It can't be simplified anymore, but it gives us a more manageable form. Let me know if you have any more questions, I'm happy to help!

________________________________________________________

A perfect square is a number that can be written in the form of n^2 (n raised to the power of 2) for some whole number n. For example 4, 9, 16, 25 and 36 are perfect squares. A way to determine if a number is a perfect square is by taking the square root of that number, if the result is a whole number it's a perfect square. Also, you can check it by finding the prime factorization of the number, if each of the prime factors appears in even power, it's a perfect square.

There are a few techniques that can make simplifying square roots quicker and easier:

Recognizing perfect squares (as described above) and extracting them from the square root

Using prime factorization to simplify the square root

Recognizing when the square root can be written as a rational number (a fraction of two integers)

Another way to approach is to factorise the radicand and combine any pairs of identical factors out from the square root.

Please let me know if you have any other questions on this topic or any other topic I could help with.

√38 is the simplest representation of the square root of 38.

The square root of a number is a value that, when multiplied by itself, gives the original number.

In the case of √38, we are looking for a number that, when multiplied by itself, equals 38.

Since 6 multiplied by itself is 36 and 7 multiplied by itself is 49, we can conclude that the square root of 38 lies between 6 and 7.

We cannot find a whole number that satisfies the equation √38 = x, where x is an integer.

Therefore, we express the square root of 38 as an irrational number, meaning it cannot be expressed as a simple fraction or a terminating or repeating decimal.

Hence, √38 is the simplest representation of the square root of 38.

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The fractions of the numbers are found as follows:

To divide a number by the nth power of 10, the decimal digit in the number is moved n units to the right.

The fraction that represents 10% of a number is given as follows:

10/100 = 1/10.

Meaning that the number is divided by 10, which is the first power of 10, and thus the decimal digit is moved one unit right in the number.

The fraction that represents 1% of a number is given as follows:

1/100.

Meaning that the number is divided by 100, which is the second power of 10, and thus the decimal digit is moved two units right in the number.

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Pyramids have been a symbol of great architecture inventions of the mankind. Egyptian People were the first once to design pyramids on a very large level.

Let a be the Side of Area of base of Pyramid . The base of a pyramid is a square shaped quadrilateral

The Volume of the Pyramid with base area   and height  is given by the equation (1)

[tex]Volume = (1/3)Ah....(1)[/tex]

[tex]A = a^{2}[/tex]

[tex]a = Side[/tex]

A = [tex]a^{2}[/tex] = [tex]44cm^{2}[/tex]

[tex]h = 12.6[/tex]

Putting these values in equation (1) we get

[tex]Volume = (1/3)X44X12.6[/tex]

[tex]Volume[/tex] [tex]= 184.8cm^{3}[/tex]

Hence , the volume of the pyramid is 184.8cm³

The inequalities that represent the situation are 15x + 10y ≥ 400 and x + y ≤ 35 and the viable solutions are (10, 25), (20, 12), (35, 0) and (20, 20)

From the question, we have the following parameters that can be used in our computation:

These parameters above mean that

15x + 10y = Total earnings

x + y = Number of hours

So, we have

15x + 10y ≥ 400

x + y ≤ 35

The above represent the inequalities of the situation

In (a), we have

15x + 10y ≥ 400

x + y ≤ 35

Next, we test the options

(10, 25)

15 * 10 + 10 * 25 ≥ 400 ⇒ 400 ≥ 400

10 + 25 ≤ 35 ⇒ 35 ≤ 35

True

(10, 20)

15 * 10 + 10 * 20 ≥ 400 ⇒ 350 ≥ 400

10 + 20 ≤ 35 ⇒ 30 ≤ 35

False

(20, 12)

15 * 20 + 10 * 12 ≥ 400 ⇒ 420 ≥ 400

20 + 12 ≤ 35 ⇒ 32 ≤ 35

True

(35, 0)

15 * 35 + 10 * 0 ≥ 400 ⇒ 525 ≥ 400

35 + 0 ≤ 35 ⇒ 35 ≤ 35

True

(20, 20)

15 * 20 + 10 * 20 ≥ 400 ⇒ 500 ≥ 400

20 + 20 ≤ 35 ⇒ 40 ≤ 35

False

Hence, the viable solutions are (10, 25), (20, 12), (35, 0) and (20, 20)

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The value of m ∠ Q is 23°.

What are complementary angles?

Because the three angles of a triangle sum up to 180° and the right angle has already taken up 90°, the two non-right angles in a right-angled triangle are complementary. We say two angles "Complement" one other when their sums equal 90 degrees.

Here, we have

Given: m ∠ P = (12x + 7), m ∠ Q = (6x - 7), and ∠ P and ∠ Q are complementary angles.

The sum of the measures of two complementary angles is 90°.

So, m∠P + m∠Q = 90°

Substitute 12x+7 for m∠P and 6x−7 for m∠Q.

12x+7 + 6x−7 = 90°

18x = 90°

x = 5°

To find m∠Q, substitute 5 for x in 6x−7.

6×5 - 7 = 23°

m ∠ Q = 23°

Hence, the value of m ∠ Q is 23°.

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Note that It is not a good idea to guess what a value on a graph might be if it is beyond the points that are already plotted. The reason for this is that the guess might not be accurate. Generally, it is better to stay within the defined data limits.

In mathematics, a graph is defined as a graphical representation or diagram that organizes facts or values. The graph's points frequently reflect the relationship between two or more objects.

Because they display information quickly and readily, graphs and charts are powerful visual aids. It's no surprise that graphs are widely utilized in print and electronic media. Data can often be easier understood when displayed as a graph rather than a table since the graph might illustrate a pattern or comparison.

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The number of students who will not be able to ride on the bus for the school trip is given by the equation A = 15 students

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

The total number of students for the trip = 235 students

The number of buses = 5 buses

The number of students in a bus be = B

Now , each seat on the bus can occupy = 2 students

So , 22 seats can occupy = 22 x 2 students

22 seats in the bus can occupy = 44 students

So , the number of students in a bus B = 44 students

And , the total number of students in 5 buses = 5 x number of students in a bus B

Substituting the values in the equation , we get

The total number of students in 5 buses = 5 x 44

The total number of students in 5 buses = 220 students

So , the remaining number of students A = total number of students for the trip - total number of students in 5 buses

Substituting the values in the equation , we get

The remaining number of students A = 235 - 220

The remaining number of students A = 15 students

Therefore , the value of A is 15 students

Hence , the number of students is 15 students

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Answer:   [tex]f^{-1}(\text{x}) = \frac{2-\text{x}}{3}[/tex]

Explanation:

Swap x and y, then solve for y to get the inverse.

[tex]f(\text{x}) = -3\text{x}+2\\\\\text{y} = -3\text{x}+2\\\\\text{x} = -3\text{y}+2\\\\\text{x}-2 = -3\text{y}\\\\\text{y} = \frac{\text{x}-2}{-3}\\\\\text{y} = \frac{2-\text{x}}{3}\\\\f^{-1}(\text{x}) = \frac{2-\text{x}}{3}\\\\[/tex]

Answer:

y =x+3

y =-x²+[?]

Find the gradient;

What is the formula for the gradient of a graph?

Finding the gradient of a straight-line graph

X2 = 2

Y2 = 7

ΔX = 4

ΔY = 3

θ = 36.869897645844°

Equation of the line:

y = 0.75x + 5.5

When x=0, y = 5.5

When y=0, x = -7.3333333333333

OR

X2 = -6

Y2 = 1

ΔX = -4

ΔY = -3

θ = 216.86989764584°

Equation of the line:

y = 0.75x + 5.5

When x=0, y = 5.5

When y=0, x = -7.3333333333333

The first ferry's speed is 18.5 mph and the second ferry, which is slower, travels at 13.5 mph.

Let x represent the first ferry's speed.

The second, slower ferry's speed is then x-5 (since 5 miles per hour slower)

First ferry time equals distance/speed equals

50/x

Time spent on the second ferry:

50 / x - 5

The difference in times is 1 hour because the second ferry departs an hour earlier.

50 / x - 5 - 50/x = 1

50x - 50(x - 5) = x (x - 5 )

250 = x² - 5x

x² - 5x - 250 = 0

(x - 10 )(x + 5) = 0

x = 18.5 - 13.5

Speed can never be detrimental.

Therefore, the first ferry's speed is 18.5 mph.

and the second ferry, which is slower, travels at 13.5 mph.

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The solution to the system of equations is x = 4 and y = 5.

3x + 2y = 7

y = 3x - 11

Substitute 3x - 11 for y in the first equation:

3x + 2(3x - 11) = 7

Simplify:

3x + 6x - 22 = 7

Combine like terms:

9x - 22 = 7

Add 22 to both sides:

9x = 29

Divide both sides by 9:

x = 29/9

x = 4

Change x in the second equation to 4:

y = 3(4) - 11

Simplify:

y = 12 - 11

y = 1

The solution to the system of equations is x = 4 and y = 1.

The solution to the system of equations 3x + 2y = 7 and y = 3x - 11 is x = 4 and y = 1. To solve this system, we first substituted 3x - 11 for y in the first equation. We then simplified the equation and combined like terms to get 9x - 22 = 7. We then added 22 to both sides, divided both sides by 9, and got x = 29/9 which is x = 4. We then substituted 4 for x in the second equation, simplified, and got y = 1. Thus, the solution to the system of equations is x = 4 and y = 1.

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The Additive inverse of 3/2 is -2/3.

Additive Reciprocal

An additive reciprocal is a number that is added to a given number to bring the sum to zero. For example, adding -3 to the number 3 will result in zero. So the additive reciprocal of 3 is -3. In our daily life, we come across situations where we cancel the value of a quantity by forming its additive reciprocal.

Additive Reciprocal in Fraction:

The additive reciprocal of the fraction a/b is -a/b and vice versa. This is because a/b + (-a/b) = 0. The additive reciprocal of a positive fraction is the same fraction with a negative sign, but for negative fractions the additive reciprocal is the same fraction without a negative sign.

Given, the number is 2/3

We have to find the additive inverse of the given number.

In mathematics, the additive inverse of a number ‘a’ is the number that, when added to ‘a’, yields zero.

So, 2/3 + (-2/3)= 0

Therefore, the additive inverse of 2/3 is -2/3.

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Personal assets are the list of things which are owned by any person for the present or the future use such as house , saving accounts, Cash etc.

Therefore, the personal assets represent the valuable  items owned by any individual for present or the future use.

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Answer:

16/11

Step-by-step explanation:

Let x = 1.45454...

Multiply both sides by 100:

100x = 145.454...

Subtract both sides by x:

100x - x = 145.454... - x

100x - x = 145.454... - 1.45454...

99x = 144

x = 144/99

The term can be simplified in lowest as 16/11. Hence, 1.45454... can be written as the ratio of two integers of 16/11

On solving the provided question, we can say that the mean that 6 tests including the last test brian took.

A dataset's mean is the sum of all values divided by the total number of values, often known as the arithmetic mean (as opposed to the geometric mean). Often referred to as the "mean," this is the most often used measure of central tendency. Simply dividing the dataset's total number of values by the sum of all of those values yields this result. Both raw data and data that have been combined into frequency tables can be used for calculations. Average refers to a number's average. It is straightforward to calculate: Divide by how many digits there are after adding up all the digits. the total divided by the count.

(91n + 98) / (n + 1)  =  92

    91n + 98  =  92(n + 1)

 91n + 98  =  92n + 92

 98  =  n + 92

6  =  n

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The value of the sequence is (c) 13, 25, 37, 49

The definition of the sequence is given as

a(1) = 13

a(n) = a(n - 1) + 12

The above definitions imply that we simply add 12 to the previous term to get the current term

Using the above as a guide,

So, we have the following representation

a(2) = 13 + 12 = 25

a(3) = 25 + 12 = 37

So, the sequence is 13, 25, 37

Hence, the value is (c)

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The perimeter of ΔAEB is 18.5 feet.

A triangle's other two sides are divided in the same proportion if a line drawn parallel to either one of its sides intersects the other two sides at two different spots.

As,  side AB║DF hence we will use Triangle Proportionality theorem to calculate the length of side AE.

Since, AE/AD = EB/ BF

AE/2 = 7.2/8.4

AE = 6.5 feet

So, the perimeter of ΔAEB is

= AE + EB + BE

=6.5+4.2+7.8

=18.5 ft.  

Hence, the perimeter  is 18.5 feet.

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This expression has no defined meaning. It is not a valid mathematical expression.

− [infinity] [infinity] is not a valid mathematical expression so it has no defined meaning.

The expression − [infinity] [infinity] is not a valid mathematical expression, and thus it has no defined meaning. It is not a valid mathematical expression because it contains two symbols, infinity and negative infinity, which do not interact with each other in any meaningful way. Infinity is a concept that is used to represent an unbounded or infinitely large value, while negative infinity is a concept used to represent a value that is infinitely small. When combined, these two symbols do not represent any meaningful mathematical quantity. Therefore, the expression − [infinity] [infinity] has no defined meaning.

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[tex]\cfrac{6a^2 + 21a}{3a^2}\implies \cfrac{6a^2 }{3a^2}+\cfrac{21a}{3a^2}\implies 2+\cfrac{7}{a}[/tex]

The volume of the solid given is 125/24 and is constrained by the planes z = x, y = x, x + y = 5, and z = 0.

The capacity of an object is expressed in terms of volume. The quantity of space a three-dimensional item takes up can also be referred to as volume.  It is sometimes referred to as the vessel's "capacity" or "volume." infant milk bottle with milliliter measuring indications and juice bottle with a 1 liter capacity.

Given

The bounds for z are 0 ≤ z ≤ x.

The bounds in the xy-plane are x ≤ y ≤ 5 - x and x in [0, 5/2]

So, V = ∫∫ (x - 0) dA

= ∫(x = 0 to 5/2) ∫(y = x to 5 - x) x dy dx

= ∫(x = 0 to 5/2) x (5 - 2x) dx

= ∫(x = 0 to 5/2) (5x - 2x^2) dx

= (5x^2/2 - 2x^3/3) {for x = 0 to 5/2}

=  125/24.

The volume of the solid given is 125/24 and is constrained by the planes z = x, y = x, x + y = 5, and z = 0.

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Answer:

a₄ = - 2

Step-by-step explanation:

to calculate a term in the sequence subtract 5 from the previous term

give first term a₁  = 13 , then

a₂ = a₁ - 5 = 13 - 5 = 8

a₃ = a₂ - 5 = 8 - 5 = 3

a₄ = a₃ - 5 = 3 - 5 = - 2

According to the solving by  using substitution method the  x and y are x = 6/5 and y = -8/5 respectively.

The algebraic approach to solving simultaneous linear equations is known as substitution method. The value of one variable through one equation is substituted in the second equation in this procedure, as the name implies.

given equations are 2x+4y = 4 and -2x+ y = -4

Now, simplifying -2x+y = -4

-2x+y = -4

∴ y = -4 + 2x

i.e. y = 2x - 4

By substitution method,

y = 2x - 4 in other given equation 2x+4y = 4,

 2x+4y = 4

 2x+4(2x - 4) = 4

∴ 2x + 8x - 8 = 4

∴ 10x = 4 + 8

∴10x = 12

∴ x = 12/10

∴ x = 6/5

Now ,

substituting x = 6/5 in y = 2x - 4,

 y = 2(6/5) - 4

∴ y = - 8/5

∴ x = 6/5  &  y = - 8/5.

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