Identify all the numbered angles that are congruent to the given angle.
Justify your answers.

Answer:

The number of sections in Ancient history is 10, number of students in Medieval history is 22 and the number of students in Modern history is 13.

Step-by-step explanation:

[tex]x[/tex] = Number of sections in Ancient history

[tex]y[/tex] = Number of sections in Medieval history

[tex]z[/tex] = Number of sections in Modern history

The number of sections that are allowed is 45 so

[tex]x+y+z=45[/tex]

The number of students in each section is 4700 where 100 of them take ancient history 50 of them take medieval history and 200 take modern history so

[tex]100x+50y+200z=4700[/tex]

The number of professors is 58 where Ancient and Medieval History need only 1 professor per section and Modern History sections are taught by a team of 2 professors, so

[tex]x+y+2z=58[/tex]

Solving the first and last equations by subtracting them we get

[tex]-z=-13\\\Rightarrow z=13[/tex]

Substituting this value in the second equation and first equation we get

[tex]100x+50y+2600=4700\\\Rightarrow 100x+50y=2100\\\Rightarrow 2x+y=42[/tex]

[tex]x+y+13=45\\\Rightarrow x+y=32[/tex]

Solving these equations by subtracting them we get

[tex]x=10[/tex]

[tex]x+y=32\\\Rightarrow y=32-10=22[/tex]

So, [tex]x=10, y=22, z=13[/tex]

Hence, the number of sections in Ancient history is 10, number of students in Medieval history is 22 and the number of students in Modern history is 13.

Answer:

237

Step-by-step explanation:

Answer:

216

Step-by-step explanation:

12*18=216

hope this helps :3

if it did pls mark brainliest

Answer:

6

Step-by-step explanation:

y2-y1       y-3     =3     what -3 =3?    6 :)

x2-x1       4-2    = 2

slope is 3/2

Answer:

9.4

Step-by-step explanation:

9/5 / 2/5=9.4

1 4/5 / 2/5 = 9.4

Answer: 9/2

Step-by-step explanation:

9/5 divided by 2/5  

you keep 9/5 you change the divide sing into a  times then you flip 2/5 to 5/2 then you times them and cross cancel.

Answer:

f(x)=∛x

Step-by-step explanation:

Answer:

(317-7)/6≈52

Step-by-step explanation:

There was approximately 52 kids in each bus

Total number of kids = 317

Total number of buses = 6

Number of kids sick = 7

Therefore, the number of kids on each bus will be:

= (317 - 7) / 6

= 310/6

= 51 2/3

= 52 kids approximately

In conclusion, there was approximately 52 kids in each bus.

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https://brainly.com/question/20167606

The system of inequalities that can be used to represent the region for the number of donuts and cinnamon rolls April could purchase is $0.75d + $1.25r  ≤ $30

April cannot spend more than $30. Thus, the inequality sign that would be used is ≤ (the less than or equal to sign).

April wants to purchases two items, cinnamon rolls and donuts. The donuts cost $0.75 per dollar and cinnamon rolls cost $1.25 per dollar.

The total amount April can spend on donuts = $0.75 x d = $0.75d

The total amount April can spend on cinnamon rolls = $1.25 x r = $1.25r

The sum of $0.75d and $1.25r has to be less than $30

This can be represented with this inequality: $0.75d + $1.25r  ≤ $30

A similar question was solved here: https://brainly.com/question/18649886?referrer=searchResults

Answer:

2 mm

Step-by-step explanation:

let the radius of the semi-circle be r

Then,

length of curved portion = 1/2 x circumference = (1/2) (2)(π)r = πr

length of straight portion = diameter of circle = 2r

Hence, we can write an expression for the perimeter

Perimeter = length of curved portion + length of straight portion

Perimeter = πr + 2r

Perimeter = (π + 2)r

since we are given the perimeter = 5.14, assuming that π=3.14, our equation becomes:

5.14 = (3.14 + 2)r

5.14 = 5.14 r

r = 5.14 / 5.14 = 1

Hence, diameter = 2r = 2(1) = 2 mm

Answer:

  1596 miles

Step-by-step explanation:

A suitable proportion can be ...

  [tex]\dfrac{\text{miles}}{\text{hours}}=\dfrac{M}{14\text{ h}}=\dfrac{342\text{ mi}}{3\text{ h}}\\\\M=\dfrac{14\cdot 342}{3}\text{ mi}=1596\text{ mi}[/tex]

We solved it by multiplying both sides by 14 hours. The units of hours cancel, leaving units of miles.

Michelle's car can travel 1596 miles in 14 hours.

Answer:

Yes, they are paralle.

Step-by-step explanation:

Step-by-step explanation:

Hey there!

Here;

The equations are:

3x + 4y - 7 = 0.............(I)

6x + 8y -11 = 0.........(ii)

Let's simply work with this.

From equation (I)

[tex]slope(m) = \frac{ - coeff.of \: x}{coeff.of \: y} [/tex]

[tex]m1 = \frac{ - 3}{4} [/tex]

From equation (ii)

[tex]slope(m2) = \frac{ - coeff. \: of \: x}{coeff. \: of \: y} [/tex]

[tex]m2 = \frac{ - 6}{8} [/tex]

[tex]m2 = \frac{ - 3}{4} [/tex]

As per the condition of parallel lines;

M1 = M2

-3/4 = -3/4. (true)

Therefore, the lines are parallel to eachother.

Hope it helps...

Answer:

a)  P(X>=1) = 0,7293        or   P(X>=1) =  72,93 %

b)  P(X>=3) = 0,5686     or     P(X>=3) = 56,86 %

c)  y =  0,8494 mm³

d) λ = 1,69897 inc per mm³

Step-by-step explanation:

a) P(X>=1) = 1 - P(X=0)

P(X = 0) = λ⁰ * e∧⁻λ / 0!          where λ  = 2 in/mm³

P(X = 0) = e∧-2    ⇒    P(X = 0) = 0,2706

Then

P(X>=1) = 1 - 0,2706

P(X>=1) = 0,7293        or   P(X>=1) =  72,93 %

b) 3 inc. in 4 mm³ = 2*4/3     λ = 2,67 inc. per mm³

P(X>=3)  =  1 - P(X=1 ) - P(X=2)

P(X=1) = λ¹ * e∧-λ / 1!    ⇒  P(X=1) = 2,67 *e∧- 2,67/1

P(X=1) = 0,1846

P(X=2) = λ² * e∧-λ / 2!   ⇒   P(X=2) = (2,67)² * e ∧ - 2,67/2

P(X=2) = 7,1289* 0,06925/2     ⇒  P(X=2) = 0,2468

Then

P(X>=3)  =  1 -  0,1846 - 0,2468

P(X>=3) = 0,5686     or     P(X>=3) = 56,86 %

c) P(X>=1) = 0,98

and λ = 2*y     where y is the quantity of material

P(X=0) = 1 -  P(X>=1)

P(X=0) = 1 - 0,98    P(X=0) = 0,02

0,02 = (2*y)⁰  * e ∧ -2*y /0!

0,02 = 1 *  e ∧ -2*y

Taking log on both sides of the equation

log (0,02) = -2*y        - 1,69897 = - 2*y

y =  0,8494 mm³

d) P(X  >=1 ) = 1 - P( X = 0)

0,98 = 1 - P( X = 0)

P( X = 0) = 0,02

0,02 = λ⁰ * e ∧ - λ / 0!

0,02 = e ∧ -λ

Taking log on both sides of the equation we get:

log ( 0,02 ) = - λ

- 1,69897  =  - λ

λ = 1,69897  inc. per mm³

Answer:

ay

Step-by-step explanation: step by step

Answer:

(U+V) is the answer to the solution

Answer:

The ball will not reach a height of 41 meters.

The discriminate is 784

Step-by-step explanation:

You know that the height h of the ball, in meters, at time t seconds is modeled by the function h(t) = - 5*t² + 2*t + 39

To find out if the ball will reach a height of 41 meters, you must calculate the maximum of the function, that is, the highest or highest point on the graph.  That is, the maximum in a function f is the largest value that the function takes.

The vertex is a point that is part of the parabola, which has as its ordinate the maximum value (as in this case) or minimum value of the function. That is, the vertex is the maximum of the function (as in this case) or minimum.

In this case, the maximum of t is obtained by:

[tex]t=\frac{-b}{2*a}[/tex]

Being a=-5 and b=2 (comparing with a quadratic function of the form: f(x)=a*x² + b*x +c)

[tex]t=\frac{-2}{2*(-5)}[/tex]

t= 0.2

The maximum height value must be obtained by substituting the previously calculated value of t in the function:

h(0.2) = - 5*0.2² + 2*0.2 + 39

h(0.2)=39.2

So the maximum height the ball will reach is 39.2 meters. The ball will not reach a height of 41 meters.

The discriminate of a quadratic function is:

Δ=b²-4*a*c

In this case, being a=-5, b=2 and c=39, the discriminate is:

Δ=2²-4*(-5)*39

Δ= 4+780

Δ= 784

The discriminate is 784

The first derivative test is the process of analyzing functions using their first derivatives in order to find their extreme point.

No, ball can not reach at height of 41 meters.

Since, The height h of the ball, in meters, at time t seconds is modeled by the function  [tex]h(t)=-5t^2+2t+39[/tex]

To find maximum height where can ball reach. We use first and second derivative test.

[tex]h(t)=-5t^2+2t+39\\\\\frac{dh}{dt}=-10t+2[/tex]

Now, equate above derivative to zero.

 [tex]-10t+2=0\\\\t=1/5[/tex]

Now, find second derivative

[tex]\frac{d^{2}h }{dt^{2} } =-10[/tex]  , Which is less than zero.

Therefore, at t= 1/5 second , will give maximum height that can ball reach.

So,  h(1/5) = 39.2 meters.

That is, ball can reach at 39.2 meters.

Learn more:

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Answer:

y-y1 = m (x-x1)

where

m is the slope

and (x1,y1) is one of the points given.

You have been given 2 points (-12,8) and (9,1). You can call one of them (x1,y1) and the other (x2,y2). It doesn't matter which one is which.

But before we go further, we need to determine the slope.

We can do this from the points as well.

y2-y1

m = ---------

x2-x1

Let's say

(x1,y1) = (-12,8)

(x2,y2) = (9,1)

This gives us a slope of

y2-y1 1-8 -7 -1

m = --------- = ---------- = ---- = ---

x2-x1 9-(-12) 21 3

Now that we have everything we need

y-8 = (-1/3)[x-(-12)]

Distribute the -1/3

y-8 = (-1/3)x -4

If we add 8 to both sides we have the equation in the slope intercept form (y=mx+b)

y = (-1/3)x + 4

the answer is instruments that detect earthquakes

Answer:

C. Binary Data

Step-by-step explanation:

Answer:

5

Step-by-step explanation:

mark braniac

Answer:

x = 5

Step-by-step explanation:

let's take the blank as x

(-2+5) (x)/3 = 5

3 × x/3 = 5

cross multiply

3x = 15

x = 5

Answer:

Let's see what to do buddy....

Step-by-step explanation:

_________________________________

Step (1)

[tex]f(x) = 3x - 2[/tex]

[tex]g(x) = {x}^{2} - 5 [/tex]

_________________________________

Step (2)

We need to find f(2) first ;

To do this we must put 2 instead of the x in f(x) function.

Let's do it :

[tex]f(2) = 3(2) - 2[/tex]

[tex]f(2) = 6 - 2[/tex]

[tex]f(2) = 4[/tex]

_________________________________

Step (3)

Now we are going to find g( f (2) ) ;

Look :

[tex]g( \: f(2) \: ) = g(4)[/tex]

So we want to find g(4) ;

which means we must put 4 instead of the x in g(x) function.

Let's do it :

[tex]g(4) = ({4})^{2} - 5 [/tex]

[tex]g(4) = 16 - 5[/tex]

[tex]g(4) = 11[/tex]

_________________________________

And we're done.

Thanks for watching buddy good luck.

♥️♥️♥️♥️♥️

question likh kar bhej dijiye

Answer:

Step-by-step explanation:

The numbers 4/5 and 9/10 are fractions. They multiply the variable 'b' in each case.

How to solve an equation like this

An example of an equation like this without fractions is ...

  6 + 3b = 8b

You solve this sort of equation by rearranging the equation so the terms having 'b' in them are all on one side of the equal sign. You want all of the terms not containing 'b' to be on the other side of the equal sign.

Here, the terms are mixed on the left, but the right has only a 'b' term. So, if we can remove the 'b' term from the left side, we will have reached the goal

In the example equation, we do that by adding -3b to both sides of the equation.

  6 +3b -3b = 8b -3b

Simplifying, we have ...

  6 = 5b

Now, we divide by the coefficient of 'b', which is 5. We divide both sides of the equation by that:

  6/5 = (5b)/5

  6/5 = b . . . . after simplifying

_____

How to solve this equation

The given equation is solved exactly the same way. We add the opposite of the 'b' term that we don't want (which is 4/5b):

  6 + 4/5b -4/5b = 9/10b -4/5b

Simplifying, this is ...

  6 = (9/10 -4/5)b = (9/10 -8/10)b

  6 = 1/10b

We can make the coefficient of 'b' be 1 by multiplying it by 10. We have to do that to both sides of the equation:

  (10)(6) = (10)(1/10)b

  60 = b . . . . . the solution

_____

Comment on equations in general

The one absolute rule in Algebra is that the equal sign must remain valid. You keep that commandment by observing the properties of equality. Essentially, you can do anything you like to one side of an equation, as long as you do exactly the same thing to the other side.

Here, when we say "subtract 4/5b", the way we keep this commandment is that we do it to both sides of the equation. The same is true for "multiply by 10". This is emphasized by the bold highlighting in the solution shown above.

Comment on arithmetic

In solving this equation, we did the arithmetic using the given fractions. Often, for an equation like this, you will be told the first step is to "eliminate fractions". You can do that here by multiplying the equation by 10:

  10(6 +4/5b) = 10(9/10b)

  60 +8b = 9b

Now, the unwanted term is 8b, so subtracting that (from both sides) gives ...

  60 = b

This is essentially a "2-step" equation, either way you do it.

It is helpful if you are comfortable doing arithmetic with fractions, mixed numbers, decimals, percentages, and numbers in scientific notation, as well as integers.

Answer:

= -65x + 15

Step-by-step explanation:

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Answer:

=-65+18i think sorry I'm not much help but I hope it was right

Answer:

y=5

Step-by-step explanation: 8+2=10 so 10/2=5

Answer:

Yes, No, No, Yes

Step-by-step explanation:

Answer:

A.) No

B.) No

C.) No

D.) Yes

Step-by-step explanation:

I just did it a month ago.

Answer:

27.4 metres

Step-by-step explanation:

Um, your question is missing the x's. I'm going to assume, -4.9x^2+22x+5.5

= -4.9(3)^2+22(3)+5.5

= 27.4

At 3 seconds the ball is 27.4 metres above the ground.

Answer:

0.125

Step-by-step explanation:

to get the reciprocal of a number we divide the number by 1

in this case it would be 1 divide by 8

1/8 = 0.125