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The undefined term is point.

In geometry, an angle is formed when two rays are joined at their endpoints. These rays are called the sides or arms of the angle. Let us read about the different parts of an angle.

Parts of an Angle

There are two main parts related to an angle - the arms and the vertex.

Arms of the Angle

The two rays which join at a common point to form the angle are called the arms of the angle. Observe the figure given below which shows that OA and OB are the arms of the angle AOB.

[tex]vertex[/tex]of the angle

[tex]vertex[/tex] is a common endpoint that is shared by the two rays. Observe the figure in which the [tex]vertex[/tex] O is marked as the joining point of the two arms.

Measure of an angle

An angle is measured in degrees. One full rotation around a point forms a complete angle of 360°.

As, the is defined on the basis of arms , vertices, measurement.

They all related to point and point doesn't have a particular definition.

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The lengths of the horizontal sides of the science class is larger than the

length of the horizontal side of the math class.

Reasons:

The given vertices of the science classroom are;

(-3·x₁, y₁), (-3·x₂, y₂), (-3·x₃, y₃), and (-3·x₄, y₄)

The coordinates of the vertices math classroom are;

(x₁, y₁), (x₂, y₂), (x₃, y₃), and (x₄, y₄)

Whereby x₁ = x₄, we have;

Length of the vertical side of the rectangular math class = y₁ - y₄

Length of the horizontal side, [tex]L_M[/tex] = x₂ - x₁

Similarly;

The length of the horizontal side of the science class is, [tex]L_S[/tex] = -3·x₂ - (-3·x₁)

Therefore;

[tex]L_S[/tex] = 3·(x₁ - x₂) = [tex]\mathbf{3 \cdot L_M}[/tex]

The length of a side of the science is three times the length of the side of

the math class, which gives that the dimensions of the science class are not

the same as the the dimensions of the math class.

Therefore;

The science class and the math class are not congruent

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Answer:

your answer is option B

Answer:

Your answer came out to be B.

Answer:

130°

Step-by-step explanation:

angle TFM + angle MFD = 180° (being a linear pair)

or, 4m + 142° +2m + 56°= 180°

or, 6m= 180°- 198°

or, m= -18°/6

so, m= -3°

now, angle TFM = 4m +142°= -12°+142°= 130°

Step-by-step explanation:

answer is in the image above

Answer:

V = 400 ft^3

Step-by-step explanation:

The area of the base of this regular square pyramid is (10 ft)^2, or 100 ft^2.

Recalling that the area of a pyramid is V = (1/3)(base area)(height), in this case we get V = (1/3)(100 ft^2)(12 ft)  =  400 ft^3

Answer:

its the first one

Step-by-step explanation:

Answer:

The volume of the triangular prism is 5676.16 cm³

Step-by-step explanation:

The area of the triangular base A = bh/2 where b = base = 28 cm and h = height = 22.4 cm.

Now, the volume of the triangular prism, V = area of triangular base, A × height of prism, h'

V = Ah' where h = height of prism = 18.1 cm

So, V = bhh'/2

Substituting the values of the variables into the equation for V, we have

V = bhh'/2

V = 28 cm × 22.4 cm × 18.1 cm/2

V = 14 cm × 22.4 cm × 18.1 cm

V = 5676.16 cm³

So, the volume of the triangular prism is 5676.16 cm³

Answer:

5676.16 cm³

Step-by-step explanation:

Answer:

D) x = 4

Step-by-step explanation:

18 - 4x = 10 - 2x

10 - 2x = 18 - 4x

10 - 2x + 4x = 18 - 4x + 4x

10 + 2x = 18

10 - 10 + 2x = 18 - 10

2x = 8

2x ÷ 2 = 8 ÷ 2

x = 4

Answer:

--273

Step-by-step explanation:

100th term is equal a1 + 99d so

100th term = 222 + (-5×99) = -273

Answer:

The correct value is t* = 2.492.

Step-by-step explanation:

The first step to solve this problem is finding how many degrees of freedom, we have. This is the sample size subtracted by 1. So

df = 25 - 1 = 24

98% confidence interval

Now, we have to find a value of T, which is found looking at the t table, with 24 degrees of freedom(y-axis) and a confidence level of [tex]1 - \frac{1 - 0.98}{2} = 0.99[/tex]. So we have T = 2.492, which is the answer to this question.

Answer:

y = 1/6x - 4

Step-by-step explanation:

y = -6x - 4  

current slope is -6 so the slope of a line perpendicular would be 1/6

y = 1/6x - 4

9514 1404 393

Answer:

  C.  50°

Step-by-step explanation:

The angle whose tangent is 1.19 is ...

  arctan(1.19) ≈ 49.9585° ≈ 50°

The 50° measure of an angle whose tangent is 1.19.

Tangent in geometry,  is defined as "a line or plane that touches a curve or curved surface exactly at one point" .

According to the question,

The degree measure of an angle whose tangent in 1.19.

In order to an angle only if arctan(119) = 49.9585 ≈ 50.

Hence, the 50° measure of an angle whose tangent is 1.19.

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Answer:

b. -1/3

Step-by-step explanation:

a/4=2/3

a=8/3

(a-4)/4

(8-12)/12

=-4/12

=-1/3

Answer:

-1/3

Step-by-step explanation:

a/4=2/3

Multiply each side by 4

a/4 *4=2/3 *4

a = 8/3

(a-4)/4

(8/3 - 4) /4

Getting a common denominator

(8/4 - 12/3) /4

(-4/3)/4

-1/3

Answer:

63 inches tall.

Step-by-step explanation:

60 + 3 = 63.

Answer:

25 because I need to use mayh

Answer:

Step-by-step explanation:

(1,2) and (2,1) are not equal ordered pairs becasue their corresponding elements are not equal.

Two Ordered Pairs are said to be equal if the corresponding first components are equal alongside the corresponding second components are equal.

for example:

(3,1) and (3,1)

here corresponding element of 3 is 3 and of 1 is 1 .so they are called equal ordered pairs.

Answer: D) 13^(3/5)

Step-by-step explanation: This is assuming that the question is asking the √13^3. With the five as the y root.

9514 1404 393

Answer:

  1.2 t/m³

Step-by-step explanation:

1 tonne is 1 Mg = 10⁶ g

1 m³ is (100 cm)³ = 10⁶ cm³

The conversion is ...

  (1.2 g/cm³) · (1 t)/(10⁶ g) · (10⁶ cm³)/(1 m³)

  = 1.2(10⁶)/(10⁶) t/m³

  = 1.2 t/m³

__

For this conversion, the numerical value does not change. Megagrams per cubic meter is the same ratio as grams per cubic centimeter.

Answer:

by increasing the size ez

Answer:

Answer 3.0/528 claudiasai 88-2n + 2927,25,23,21,19- 2 difference- 2n + 29-2 x (1 ) + 29 =27-2 x (3) +29 =23

Step-by-step explanation:

Write a recursive formula for each sequence. 3. 1, 6, 11, 16, ... SOLUTION: ... Check for a common ratio by dividing each term by the term that precedes it. = 3 ;. = 3 ; ... 19. 100, 80, 64, 51.2, ... SOLUTION: Subtract each term from the term that follows it. ... Patrick thinks that the sequence can be written as a recursive formula​.

Answer:

[tex]a_{n}[/tex] = 27 - 8n

Step-by-step explanation:

There is a common difference between consecutive terms, that is

11 - 19 = 3 - 11 = - 8

This indicates the sequence is arithmetic with nth term

[tex]a_{n}[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

Here a₁ = 19 and d = - 8 , then

[tex]a_{n}[/tex] = 19 - 8(n - 1) = 19 - 8n + 8 = 27 - 8n ← general rule

Answer:

B

Step-by-step explanation:

Start by using the distance formula to find the raidus

The two points are (-2,1) and (-4,1)

√((-4+2)²+(1-1)²)= 2

The radius is two and we have our center which means we can write

(x+2)²+(y-1)²=4

now it's just a matter of expanding everyhting

x²+4x+4+y²-2y-3=0

x²+y²+4x-2y+1=0

This is equal to B