Answers
Answer:
4. m<7 = m<3 + m<2
Step-by-step explanation:
Recall: the exterior angle theorem of a triangle states that an exterior angle is equal to the sum of the two opposite interior angles of a triangle.
❌Option 1 CANNOT be true
Rationale:
m<1 is an exterior angle of triangle ∆ABC and ∆EBC, so based on the exterior angle theorem of a triangle, m<1 = m<3 + m<4 or m<1 = m<ABC + m<5
❌Option 2 CANNOT be true.
Rationale:
m<5 ≠ m<3 - m<2
❌Option 3 CANNOT be true.
Rationale:
m<6 ≠ m<3 - m<2
✅Option 4 is CORRECT.
Rationale:
Based on the external angle theorem of a triangle,
m<7 = m<3 + m<2
Related Questions
What is the value of x in the triangle?
3/2
X
help please<3
Answers
Answer:
x = 3
Step-by-step explanation:
Assuming the acute angle are 45degrees
Hypotenuse = 3√2
Opposite = x
According to SOH CAH TOA
Sin 45 = opposite//hypotenuse
Sin 45 = x/3√2
1/√2 = x/3√2
Cross multiply
√2x = 3√2
x = 3
Hence the value of x is 3
which figure shows the radius of circle O?
Answers
Answer:
D
Step-by-step explanation:
The radius of a circle refers to a segment connecting the center of the circle to the circumference of the circle. This can be seen in selection D), as a segment connects the center of the circle (O) to the circumference or outer edge of the circle.
5/8 + 3/4 / -2/3- 5/6.
Answers
Answer:
-5/16 or -0.3125
Step-by-step explanation:
Answer:
-11/12
Step-by-step explanation:
Fyi you can use the app photo math you just take a pic of the problem and it gives you the answer and explains the steps and it is free.
1. Find the equation of variation where a varies jointly as b and c, and a = 36 when b = 3 and c = 4.
Answers
1. Find the equation of variation where a varies jointly as b and c, and a = 36 when b = 3 and c = 4.
Solution:-[tex]\sf{a = kbc}[/tex]
[tex]\sf\rightarrow{36= k(3)(4)}[/tex]
[tex]\sf\rightarrow{K= \frac{36}{12}}[/tex]
[tex]\sf\rightarrow{K={\color{magenta}{3}}}[/tex]
Answer:-Therefore, the required equation of variations is a = 3bc.[tex]{\large{——————————————————}}[/tex]
#CarryOnMath⸙
Can anyone help me with this question!
Answers
9514 1404 393
Answer:
D. (x² -2x -3) +(-x² +4x +2)
Step-by-step explanation:
The tiles on the first row model (x² -2x -3).
The tiles on the second row model (-x² +4x +2).
If the difference is being modeled, it will show as ...
(x² -2x -3) -(-x² +4x +2) = (x -2x -3) +(x² -4x -2) . . . . . matches none
If the sum is being modeled, it will show as ...
(x² -2x -3) +(-x² +4x +2) . . . . . matches D
_____
Additional comment
As is often the case, you can select the correct answer without even any understanding of the question. You can do that because the correct answer is the only one that is a true statement. All of the other answer choices are incorrectly "simplified."
Chad has a rope that is 15 yards long. How many pieces of rope measuring 5/7 of a yard can he divide his rope into?
A. 28
B. 21
C. 35
D. 14
Answers
Answer:
Chad can divide his rope in 21 pieces. (Answer B)
Step-by-step explanation:
To solve we divide.
15 divided by 5/7 is what we need to know.
When dividing fractions it is the same thing as multiplying by the reciprocal (flipped version of the fraction).
[tex]15[/tex] ÷ [tex]\frac{5}{7}[/tex] = 15 × [tex]\frac{7}{5}[/tex]
[tex]\frac{15}{1}[/tex] × [tex]\frac{7}{5}[/tex] = [tex]\frac{105}{5}[/tex]
[tex]\frac{105}{5}[/tex] = 21
Chad can divide his rope in 21 pieces.
Answer:
21 pieces
Step-by-step explanation:
Divide (5/7 yd / piece) into 15 yds:
15 yds
----------------------- = 21 pieces
(5/7 yd / piece)
I’ll give brainlist to best answer
Answers
Answer:
12.25
Step-by-step explanation:
Expression
x^2 + 2y
x = 2.5
y = 3
x^2 = 6.25
2y = 3*2 = 6
x^2 + 2y = 6.25 + 6
x^2 + 2y = 12.25
Answer:
12.25
Step-by-step explanation:
We find the equation x^2 + 2y when x = 2.5 and y = 3.
We just have to replace x with 2.5 and y with 3 in the equation:
x^2 becomes 2.5^2
2y becomes 2 * 3 (When a variable is next to a number it means multiply)
So we get 2.5^2 + 2 * 3
We first do 2.5^2. 2.5^2 is the same as 2.5 * 2.5, which equals 6.25
Next we do 2 * 3 which equals 6
So it is 6.25 + 6, which is 12.25
The vector w=ai+bj is perpendicular to the line ax+by=c and parallel to the line bx−ay=c. It is also true that the acute angle between intersecting lines that do not cross at right angles is the same as the angle determined by vectors that are either normal to the lines or parallel to the lines. Use this information to find the acute angle between the lines below.
2x+5y=4, 7x+3y=8
Answers
Answer:
The angle between the liens is 135 degree.
Step-by-step explanation:
Equation of first line
2 x + 5 y = 4 ...... (1)
Equation of second line
7 x + 3 y = 8 ..... (2)
The slope of a line is given by
[tex]m = \frac{- coefficient of x}{coefficient of y}[/tex]
Slope of first line
[tex]m = -\frac {2}{5}[/tex]
Slope of second line
[tex]m'= - \frac{7}{3}[/tex]
The angle between the two lines is given by
[tex]tan\theta = \frac{m- m'}{1 + m m'}\\\\tan\theta = \frac{-\frac{2}{5}+\frac{7}{3}}{1+\frac{2}{5}\times \frac{7}{3}}\\\\tan\theta = -1 \\\\\theta = 135^o[/tex]
The volume of a cone with a diameter of 9 and a height of 120
Answers
Answer: 15268.1403 unit^3 (unit: cm,m,mm)
Step-by-step explanation:
volume of a cone= 1/2*pi*r^2*h
r= radius (unit: cm,m,mm)
h= perpendicular height (unit: cm,m,mm)
volume= 1/2*pi* (9)^2* 120 = 15268.1403 unit^3
HELP!! Emma made punch with
1
4
How many gallons of ginger ale does she need to add to make a total of 4 gallons of punch?
Part A
Which diagram can Emma use to help find the number of gallons of ginger ale she needs?
O
B.
A.
4 gal
g
g
9
g
1
2
7
8
3
4
g
O
D.
g
g
Answers
Part A
Answer: Choice B (upper right corner)Explanation: Simply add the fractions mentioned, plus the g term, and that leads to a total of 4 gallons overall.
=====================
Part B
Answer: Choice A. 7/8 of a gallon (upper left corner)Explanation:
The mixed number 1 & 1/2 converts to the improper fraction 3/2
Adding the fractions gets us to
(3/2) + (7/8) + (3/4)
(12/8) + (7/8) + (6/8)
(12+7+6)/8
25/8
So far, 25/8 of a gallon is accounted for. Add on the g to get (25/8)+g
Set this equal to the 4 gallons we want and solve for g
(25/8)+g = 4
g = 4 - (25/8)
g = (32/8) - (25/8)
g = (32-25)/8
g = 7/8
She needs 7/8 of a gallon of ginger ale
What is the difference between equation and function?
A. All of the options
B. An equation tells us in a clear term the nature of relationship between one variable and the other variable(s), but a function may not be explicit enough
C. An equation and a function is that, for an equation each of the values of independent variable should give a corresponding value of a dependent variable , that is not compulsory tor a function.
D. All equations are functions but not all functions are equations
Answers
Answer:
A is the answer........
20 POINT MATH PROBLEM HELP
Answers
Answer:
x=50
Step-by-step explanation:
EFI=HFG (diagonals bisect angles)
125=3x-25
125+25=3x
150=3x
150/3=3x/3
50=x
There are 12 squares and 9 circles . What is the simplest ratio of circles to total shapes?
Answers
:) sorry i put the wrong answer before bc i thought i knew it but it was the wrong one and i dont know how to delete the answer sorrryyyyyyyyyyyyyyyy
Zoe prepares some lemonade for the party.
She needs to use of a kilogram of sugar.
Zoe knows that 1 kg is 2.2 pounds.
(a) What is of a kilogram in pounds?
Show a check of your working.
(3)
Use the space below to show clearly how you get your answer.
Answers
Answer:
eyeey
Step-by-step explanation:
hehhehehheheuueueuueue
PLEASEEEEEEEEEE HELPPPPPP PLSEASEEEE IM BEGGING SOMEONE PLEASEEEEEEEEEEEEEEEEEEEEEEEEE PLEASEEEEEE PLEASEEEEE
Answers
Answer:
30 degree
Step-by-step explanation:
x + x + 60 + 60 = 180 degree (being sum of interior angles of a triangle )
2x 120 = 180
2x = 180 - 120
x = 60/2
x = 30 degree
Answer:
I'm not quite sure but there is 180 degrees in a triangle and they give us two 60 degrees which add up to 120. So, I'm assuming x = 60 or either 30 degrees if we're solving for both the x's at the top.
I'm really sorry if this is wrong.
describe when it is and when it is not necessary to use a common denominator when adding, subtracting, multiplying, and dividing rational expressions.
Answers
Step-by-step explanation:
For Adding and Subtraction:
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator).
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them).
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD.
1. Find the denominator (bottom number) of each fraction to find the LCD (least common denominator). 2. find the LCD.3. Find the new numerator (top number) for each fraction. To find the new numerators for each fraction, compare the denominator of each of the original fractions to the LCD and write down everything different about the LCD in the numerator of the fraction. (you should also consider using the letters "LCD" in the denominator instead of the actual LCD as it will be less tempting to reduce them). 4. combine the fraction by adding or subtracting the numerators and keeping the LCD. When subtracting, notice that the subtraction sign is moved into the numerator so it can be distributed later if needed. 5. simplify the numerator by distributing and combining like terms. 6. Factor the numerator if can and replace the letters "LCD" with the actual LCD. 7. simplify or reduce the rational expression of you can. Remember, to reduce rational expressions, the factors must be exactly the same in both the numerator and the denominator.
To Multiply:
first determine the GCF of the numerator and denominator. Then, regrouping the fractions to make fractions equal to One. Then, multiply any remaining factors.To Divide:
First, rewriting the division as multiplication by the reciprocal of the denominator. The remaining steps are the same for multiplication.9514 1404 393
Answer:
necessary: addition and subtractionnot necessary: multiplication and divisionStep-by-step explanation:
For multiplication and division, the denominator of the result is developed as part of the algorithm for performing these operations on rational expressions. For example, ...
(a/b)(c/d) = (ac)/(bd)
(a/b)/(c/d) = (ad)/(bc)
It is not necessary to make the operands of these operations have a common denominator before the operations are performed. That being said, in some cases, the division operation can be simplified if the operands do have a common denominator or a common numerator:
(a/b)/(c/b) = a/c
(a/b)/(a/c) = c/b
__
If the result of addition or subtraction is to be expressed using a single denominator, then the operands must have a common denominator before they can be combined. That denominator can be developed "on the fly" using a suitable formula for the sum or difference, but it is required, nonetheless.
(a/b) ± (c/d) = (ad ± bc)/(bd)
This formula is equivalent to converting each operand to a common denominator prior to addition/subtraction:
[tex]\dfrac{a}{b}\pm\dfrac{c}{d}=\dfrac{ad}{bd}\pm\dfrac{bc}{bd}=\dfrac{ad\pm bc}{bd}[/tex]
Note that the denominator 'bd' in this case will not be the "least common denominator" if 'b' and 'd' have common factors. Even use of the "least common denominator" is no guarantee that the resulting rational expression will not have factors common to the numerator and denominator.
For example, ...
5/6 - 1/3 = 5/6 -2/6 = 3/6 = 1/2
The least common denominator is 6, but the difference 3/6 can still be reduced to lower terms.
If we were to use the above difference formula, we would get ...
5/6 -1/3 = (15 -6)/18 = 9/18 = 1/2
Caleb types 100 words in 5 minsutes . What is the unit rate
Answers
Answer:
The unit rate is 20.
Step-by-step explanation:
Divide 100 (words) by 5 (minutes) to get 20 words every minute.
The measure of ∠1 =
a. 110
b. 62.5
c. 55
Answers
Answer:
option C
Step-by-step explanation:
D
Explanation
can you do 3 pages of work for me?
Answers
Answer:
if it is easy i can do it
hope it helps
Answer:
3
Step-by-step explanation:
I will help
1. The curved surface area of a cylinder of height 21cm is
660cm", find its radius. please help me .....
I will give brainliest.
Answers
Answer:
21 times 660 and then you will get the answer
Answer: 5 cm
Step-by-step explanation:
Curved Surface area of a cylinder formula :-
2.pie*r*h (where r is the radius)
Height = 21 cm
Curved Surface area of the cylinder = 660 cm2
So, 2* pie* r* h = 660 (Here I will assume pie to be 22/7)
And 2* 22/7 * 21* r = 660
And 132 * r = 660
Therefore, r = 660/132 = 5cnn
Therefore radius of the cylinder = 5 cm
Find the selling price of a $32 item after a 50% markup.
The selling price is $
Answers
Answer:
The seelijg price is $48.
Step-by-step explanation:
Markup is the amount a store adds to its cost of an item to come up with the selling price.
store cost + markup = selling price
If the markup on an item is 50%, then the store adds 50% of its cost to its cost to arrive at the selling price.
$32 + 50% of $32 =
= $32 + 0.5 * $32
= $32 + $16
= $48
Answer:
50% of 32 is 16 so it it 16$
4. A certain bacteria doubles every day. If there are 810 bacteria on day one, how long will it take the bacteria to grow to 206550?
Answers
Answer:
255 daysStep-by-step explanation:
810 ÷ 206550 = 255FLIGHT TO TOKYO TAKE 2 HOURS 20 MINUTES U ARRIVE AT 4:15PM WHICH TIME DID HE SET OFF
Answers
Answer: 1:55 PM
Step-by-step explanation:
Turn 4:15 to 24-hr clock system which is 1615hrs
16:15 - 02:20 = 1355hrs
The list price on slacks is $22, and the list price on jumpers is $37. If Petit’s Clothing Store orders 30 pairs of slacks and 40 jumpers at a discount rate of 11%, what is the trade discount on the purchase?
Answers
Answer:
The trade discount is
$235.4
Step-by-step explanation:
Given data
Slacks= $22
Jumpers= $37
Number of orders for Slacks= 30
Number of orders for Jumpers= 40
Total cost
22*30=$660
37*40=$1480
=$2140
11% discount can be computed as
=11/100*2140
=$235.4
The function f(x) = { x + 1 is used to complete this Which statements are true of the given function? Check all that apply. table. f(x) 012) --2 -1 1 Of(0) = } f(1) = -1 0 کی ادN Of(2)= 1 1 2 Of(4) = ? 2 2 Na
Answers
Answer:
Options (1) and (5)
Step-by-step explanation:
Expression that defines the function is,
[tex]f(x)=\frac{1}{2}x+\frac{3}{2}[/tex]
Option 1
[tex]f(-\frac{1}{2})=\frac{1}{2}(-\frac{1}{2})+\frac{3}{2}[/tex]
[tex]=-\frac{1}{4}+\frac{3}{2}[/tex]
[tex]=-\frac{1}{4}+1+\frac{1}{2}[/tex]
[tex]=1+\frac{1}{4}[/tex]
[tex]=1\frac{1}{4}[/tex]
So, [tex]f(-\frac{1}{2} )=-2[/tex] is false.
Option 2
f(0) = [tex]\frac{1}{2}(0)+\frac{3}{2}[/tex]
= [tex]\frac{3}{2}[/tex]
True.
Option 3
f(1) = [tex]\frac{1}{2}(1)+\frac{3}{2}[/tex]
= [tex]\frac{3+1}{2}[/tex]
= 2
Therefore, f(1) = -1 is false.
Option 4
[tex]f(2)=\frac{1}{2}(2)+\frac{3}{2}[/tex]
[tex]=1+1+\frac{1}{2}[/tex]
[tex]=2\frac{1}{2}[/tex]
Therefore, f(2) = 1 is false.
Option 5
f(4) [tex]=\frac{1}{2}(4)+\frac{3}{2}[/tex]
[tex]=2+\frac{3}{2}[/tex]
[tex]=\frac{4+3}{2}[/tex]
[tex]=\frac{7}{2}[/tex]
True.
Options (1) and (5) are the correct options.
Write the equation of the line in Point-Slope Form given the information below. Slope =−1/5 Y-Intercept =−3 Point-Slope Form:
Answers
Answer:
[tex]y - 0= \frac{ - 1}{5}( x + 15)[/tex]
I am having a lot of difficulty in solving this question, so please help me..
Answers
Answer:
216
Step-by-step explanation:
=>log 36 = -2/3
m
=>36=(m)^-2/3
=>(root(-36))^3=m
=>m=(root(36))^3
=>m=6^3
=>m=216
15-9x 1/2
I’ll give Brainiest
Answers
Answer:
-9x/2 + 15/2
Step-by-step explanation:
(15-9x)* 1/2
15(1/2)-9x 1/2
15/2 -9x *1/2
15/2-9x/2
-9x/2 + 15/2
Answer:
21/2 ( SEE IMAGE BELOW)
Step-by-step explanation:
Calculate the product
15- 9/2
Calculate the Differnce
21/2
so the answer is 21/2
In the population of young children eligible to participate in a study of whether or not their calcium intake is adequate, 52% are 5 to 10 years of age and 48% are 11 to 13 years of age. For those who are 5 to 10 years of age, 18% have inadequate calcium intake. For those who are 11 to 13 years of age, 57% have inadequate calcium intake.
Required:
a. Use letters to define the events of interest in this exercise.
b. Convert the percents given to probabilities of the events you have defined.
Answers
Answer:
(a) A = 5 to 10 years old
B = 11 to 13 years old
C = adequate calcium intake
I = inadequate calcium intake.
(b) P(A) = 0.52, P(B) = 0.48, P(I|A) = 0.18, P(I|B) = 0.57.
Step-by-step explanation:
Complete question
Please find the attached image
(a) A = 5 to 10 years old
B = 11 to 13 years old
C = adequate calcium intake
I = inadequate calcium intake.
b) P(A) = 0.52, P(B) = 0.48, P(I|A) = 0.18, P(I|B) = 0.57.
1. Find the length of X (in the picture) plssss I need help.
Answers
Step-by-step explanation:
[tex] \frac{5}{4} = \frac{x}{6} \\ 4x = 30 \\ x = 7.5[/tex]