Tell whether the angles are adjacent or vertical. Then find the value of x.

The angles are angles

The value of x is

Answers

Answer 1

Answer:

If two angles have common side and they shares common vertex, they are called adjacent angles.

When two lines crosses each other, the opposite angles are called vertical angles as they share same vertex.

Two angles shown in diagram are adjacent as they are on common side.

Both the angles are on a straight line, hence

Subtracting 109 from both sides

Both angles shown in diagram are opposite to each other, hence vertical angles.

As they are opposite to each other, they both are equal.

Subtracting x from both sides

Subtracting 1 from both sides

Both angles are having a common side means they are adjacent angles.

As they are on straight line, both angles will add up to 180 °.

Subtracting 96 from both sides

Dividing from 6 in both sides

Hope it will help :)


Related Questions

Helppppp me plss, I’ll mark u as brainlest

Answers

[tex] \large\color{lime}\boxed{\colorbox{black}{Answer : - }}[/tex]

We know that, in ∆ABC,

∠A+∠B+∠C = 180°

But the triangle is right angled at C

ie., ∠C = 90°

Therefore, ∠A+∠B+ 90° = 180°

⇒ ∠A + ∠B = 90°

Therefore, cos(A + B) = cos 90º = 0

guys this is going to be the death of me

Answers

Answer:

mine too

Step-by-step explanation:

help me
its geometry

Answers

Answer:

A = 216.24 km²

Step-by-step explanation:

MNOP is a trapezoid with median QR. Find x

Answers

[tex]\bf \large \rightarrow \: \:2x \: + \: 8 \: = \: 0[/tex]

[tex]\bf \large \rightarrow \: \:x \: = \: \frac{8}{2} \\ [/tex]

[tex]\bf \large \rightarrow \: \:x \: = \: \cancel\frac{ 8}{ 2} \: \: ^{4} \\ [/tex]

[tex]\bf \large \rightarrow \: \:x \: = \: 4[/tex]

Option ( A ) is the correct answer.

The equation y = mx + b goes through the points (6,-2) and (-6,-8).
What is the value of m?
What is the value of b?

Answers

Answer:

m = 1/2

b = -5

Step-by-step explanation:

The equation of the line of the points (6,-2) and (-6,-8) is y = 1/2x — 5

A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The value of m and b in the given equation is 0.5 and -5, respectively.

What is the equation of a line?

A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The equation of a line is given by,

y =mx + c

where,

x is the coordinate of the x-axis,

y is the coordinate of the y-axis,

m is the slope of the line, and

c is the y-intercept.

The given equation is the equation of a line, where m is the slope of the line and b is the y-intercept of the line. Therefore, the value of m or the slope of the equation is,

m = [-8 - (-2)] / [-6 - 6] = -6/-12 = 0.5

Now, substitute the value of x, y, and m in the given equation, therefore, the value of b can be written as,

y = mx + b

-2 = 0.5(6) = b

-2 = 3 + b

b = -2 + -3

b = -5

Hence, the value of m and b in the given equation is 0.5 and -5, respectively.

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Bro please help I will Mark you as brainlist

Answers

the first one is, yes by AA

the second is no you cannot

Which is 1/3+1/4?

FASTBRIDGE!!

Answers

When adding fractions, the denominators have to be the same before you can add the numerators.
Find equivalent fractions for both
1
3
and
1
4
The lowest number which 3 and 4 can both divide into is 12
1
3
×
4
4
=
4
12
and
1
4
×
3
3
=
3
12
We can write this easier like this:
1
3
+
1
4
=
4
+
3
12
=
7
12
ONLY add the numerators
Answer link

Option B is 1/3 + 1/4.

1/3 + 1/4 is equal to 7/12.

Here, we have,

To find the sum of 1/3 and 1/4, you need to have a common denominator.

The common denominator of 3 and 4 is 12.

To make the fractions have the same denominator, you can convert them as follows:

1/3 = (1/3) * (4/4) = 4/12

1/4 = (1/4) * (3/3) = 3/12

Now that both fractions have a denominator of 12, you can add them together:

1/3 + 1/4 = 4/12 + 3/12 = (4+3)/12 = 7/12

Therefore, 1/3 + 1/4 is equal to 7/12.

now, from the given options, we have,

in option B. it is indicating that,

2/6 + 1/4

=> 1/3 + 1/4.

Hence, Option B is 1/3 + 1/4.

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The sequences below are either arithmetic sequences or geometric sequences. For each sequence, determine whether it is arithmetic or geometric, and write
the formula for the nth term e, of that sequence
Sequence
Type
term formula
(a) 13, 16, 19
Arithmetic
Geometric

(6) 2, 10, 50
Arithmetic
Geometrie
Sum
o
el

Answers

Answer:

a) Arithmetic    yₙ = 3*(n - 1) + 13

b) Geometric   yₙ = 2*5⁽ⁿ⁻¹⁾

Step-by-step explanation:

The formula for the nth term e, of that sequence is; yₙ = 3*(n - 1) + 13 and yₙ = 2*5⁽ⁿ⁻¹⁾

What is an arithmetic sequence?

An arithmetic sequence is a sequence of integers with its adjacent terms differing with one common difference.

If the initial term of a sequence is 'a' and the common difference is of 'd', then we have the arithmetic sequence as:

a, a + d, a +  2d, ... , a + (n+1)d, ...

Its nth term is

T_n = a + (n-1)d

(for all positive integer values of n)

(a) 13, 16, 19

Here,  yₙ = 3*(n - 1) + 13

This is an Arithmetic.

b) 2, 10, 50

Here, yₙ = 2*5⁽ⁿ⁻¹⁾

This is Geometric .  

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5. The distance between two given points (5,2) and (x,5) is 5 units. Find the possible values of x. *​

Answers

Answers:  x = 1 and x = 9

============================================================

Explanation:

We'll use the distance formula here. Rather than compute the distance d based on two points given, we'll go in reverse to use the given distance d to find what the coordinate must be to satisfy the conditions.

We're given that d = 5

The first point is [tex](x_1,y_1) = (5,2)[/tex] and the second point has coordinates of [tex](x_2,y_2) = (x,5)[/tex] where x is some real number.

We'll plug all this into the distance formula and solve for x.

[tex]d = \sqrt{(x_1-x_2)^2+(y_1-y_2)^2}\\\\5 = \sqrt{(5-x)^2+(2-5)^2}\\\\5 = \sqrt{(5-x)^2+(-3)^2}\\\\5 = \sqrt{(5-x)^2+9}\\\\\sqrt{(5-x)^2+9} = 5\\\\(5-x)^2+9 = 5^2\\\\(5-x)^2+9 = 25\\\\(5-x)^2 = 25-9\\\\(5-x)^2 = 16\\\\5-x = \pm\sqrt{16}\\\\5-x = 4 \ \text{ or } \ 5-x = -4\\\\-x = 4-5 \ \text{ or } \ -x = -4-5\\\\-x = -1 \ \text{ or } \ -x = -9\\\\x = 1 \ \text{ or } \ x = 9\\\\[/tex]

This means that if we had these three points

A = (5, 2)B = (1, 5)C = (9, 5)

Then segments AB and AC are each 5 units long.

Hi everyone, I’m currently trying to dive into some lessons before school starts and I’m taking algebra 2 this year and the lessons that I am currently studying about is imaginary numbers. I had a few questions so if anyone could help me out that’d be great! Starting off, while watching the video, the guy explaining says that j^4 = 1 because it is like j times j^3 and I’m just confused because I don’t understand where they got the 1 from…

Answers

An imaginary number is a complex number that can be written as a real number multiplied by the imaginary unit i, which is defined by its property i² = −1. The square of an imaginary number bi is −b². For example, 5i is an imaginary number, and its square is −25

If no grouping symbols or exponents are in an expression, then do _____ first.

Answers

multiplication or division i believe

Factorise 7a³b²_14a²b³​

Answers

Answer:

7a²b²(a - 2b)

Step-by-step explanation:

Given

7a³b² - 14a²b³ ← factor out 7a²b² from each term

= 7a²b²(a - 2b)

What are the solutions to 3( x + 2)(x – 9) = 0

Answers

Mark Brainliest if correct:

x = -2, 9

Step-by-step explanation:

x2: x + 2 = 0

x = -2

x1: x - 9 = 0

x = 9

x = -2, 9

If the ratio of raisins to bran flakes in a box of raisin bran flakes cereal is 3:27, how many raisins are there in a box that contains 3,000 raisins and brand flakes?

Answers

Answer:

300 raisins

Step-by-step explanation:

sum the parts of the ratio, 3 + 27 = 30 parts

Divide the total by 30 for the value of one part of the ratio.

3000 ÷ 30 = 100 ← value of 1 part of the ratio , then

3 parts = 3 × 100 = 300 ← number of raisins in a box

giải phương trình x/30-x/40=5/4

Answers

Answer:

x=150

Step-by-step explanation:

x/30-x/40=5/4

or, (4x-3x)/120=5/4

or, x/120=5/4

or, x=600/4

or, x=150

find the domain and range in the following condition.
a.R={(X,y):y=2x-3},range={3,5,9}
b.R={(X,y):y=4x+1}, domain={0,1,2}​

Answers

Answer:

domain : {3,4,6}

range: {1,5,9}

A, 3-2x=3(x+4)-x-1
B, 5x(x-1)-4(x-1)=0

Answers

Answer:

Step-by-step explanation:

[tex]\displaystyle \Large \boldsymbol{} \tt a) \ 3-2x=3(x+4)-x-1\\\\3-2x=3x+12-x-1 \\\\3-12+1=3x+2x-x \\\\4x=-8 \\\\\boxed{ \tt x=-2} \\\\\\b) \ 5x\underline{(x-1)}-4\underline{(x-1)}=0 \\\\\\(5x-4)(x-1)=0 \Longrightarrow \boxed{ \tt x_1=0.8 \ \ ; \ \ x_2=1}[/tex]

if l=6 b=4 h=5,find the value of 2h (l+b)​

Answers

Answer:

100

Step-by-step explanation:

2h (l+b)​

Let l=6  b=4 and h = 5

2*5( 6+4)

Parentheses first

2*5(10)

Multiply

10*10

100

Someone PLEASE help me.
Solve for the indicated variable in the parentheses.
y= 5x*6 (x)

Answers

Step-by-step explanation:

a is the answer if is wrong I'm sorry

As the students were approaching the park, they noticed a huge tower that was just
being completed. Lucas and Jacob were part of the group responsible for looking at
advertising. They couldn’t help but to think, one of the main attractions of the park
would be the ride involving this tower. It was a bright, sunny day. As they got off
the bus, they collected the mathematical materials provided by their teacher. These
materials included: pencil, paper, eraser, calculator, measuring tape, a
clinometer (a tool used to measure vertical angles). They walked through the
park until they reached the shadow of the tower. They looked up and couldn’t
believe how high it was

Q: If they are going to advertise, the height of the tower in a brochure that is
being created, they want to be sure of their answer. Describe how they
could use the materials they have and trigonometry to determine the
height of the tower. The explanations should include a detailed diagram,
clear step by step instructions making use of terminology appropriately
and even examples showing the calculations to be used to determine
the height.

Answers

The students could use what they know of triangle rectangles, in the image below you can see the diagram that the students could use to estimate the height of the tower.

First, the students could use the measuring tape to find the distance between the base of the tower and them, this distance is represented with the variable S in the image below.

Now, using the clinometer, they could find the elevation angle between their viewpoint and the tip of the tower. This would be the angle θ in the image (notice that they should do this from the ground).

So at this point, we know one angle and the adjacent cathetus to that angle.

And we want to find the height of the tower, which is the opposite cathetus to the known angle.

Then we can remember the trigonometric relation:

tan(a) = (opposite cathetus)/(adjacent cathetus)

Replacing these by the things we know:

tan(θ) = H/S

tan(θ)*S = H

Then, by measuring θ and S, we can find the height.

If you want to read more about triangle rectangles, you can see:

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what do you mean by trigonometry​

Answers

Answer:

Trigonometry is a branch of mathematics that studies relationships between the sides and angles of triangle

Find the volume of the water tank shown.
Depth: 1.8 m
Diameter : 2.4m
Volume = ? m3 (nearest m3)

Answers

Answer:

Step-by-step explanation:

r = d/2

r = 2.4 m/2 = 1.2

h = 1.8

pi = 3.14

Volume = pi * r^2 * h

Volume = 3.14 * 1.2^2 * 1.8

Volume = 8.139

Volume = 8 to the nearest m^3

Please help I will give you Brainlyest

Answers

Answer:

a. You can find the value of 4w by using inverse operations. Subtract 8 from both sides in the equation 4w+8=32. You will get 4w=24. Now, you divide 4 by both sides to get w by itself. You will soon get 6. Now multiply 6 and 4, coming to the conclusion that 4w=24.

b. To find the value of w using the value of 4w, which is 24, simply use inverse operations once more. Using the equation 4w=24, we can use division and divide 4 by both sides, leaving us with w by itself. We end up with w=6. The value of w is 6.

c. You can check if the value of w is correct by plugging in your number back into the equation. Our equation is 4w+8=32, so we replace w with 6, the value for w that we found. We end up with 4(6)+8=32. Multiply 4 by 6, ending up with 24, then add it to 8, coming up with 32. 4(6)+8=32, which shows us that 6 is the correct value for w.

5/9+8/9 can someone please help me with this math question? All I know is that you have to add the fractions, Express the sum as a proper fraction or a mixed number.

Answers

Answer:

13/9

Step-by-step explanation:

Given

5/9 + 8/9

Both fractions have the same denominator.

Therefore, pick one of the denominator and add the numerators

5/9 + 8/9

= (5+8) / 9

= 13/9

5/9 + 8/9 = 13/9

what is the answer for 17-51 163

Answers

Answer:

The answer is -51146

Step-by-step explanation:

Just substract simple

Elizabeth is sketching a copy of the flag shown. The dimensions of the drawing are one-third those of the actual flag. If the area of the drawing is
40 square inches, what is the actual area of the
flag? 5 in. 8 in.

Answers

Answer:

360 in.

Step-by-step explanation:

In order to get this answer, you have to multiply 5 and 8 by 3 because the drawing is 1/3 of the actual flag.

5 x 3 = 15

8 x 3 = 24

So, 24 x 15 = 360 in.

Hope this helps! :)

Which statement is true about the given function?

Answers

Answer:

it's the 3rd option

Step-by-step explanation:

f(x) 0 over the intervals (–∞ –3)

Hope it's right

Guys please help! For Edge 2021

Writing the Inverse of a Function
What is the inverse of f(x) = 3x + 2?
3x+2
h(x) = 3x-2
h(x) =
O h(x) = 3x - 2
h(x) = 3x - 6

Answers

Step-by-step explanation:

please check the attachment for solutions

PLS HELP WILL MAKE FIRST RIGHT ANSWER GETS BRAINLIEST ​

Answers

28. The choose E . y=-3/2x

29. The choose D. 4

A=(–2,–4) , B=(0,4)

m=(y2-y1)/(x2-x1)= (4-(-4)) / (0-(-2))=8/2=4

30. The choose E

(x+2)(x+4)=x²+4x+2x+8=x²+6x+8

I hope I helped you^_^

Answer:

E, D and E

Step-by-step explanation:

(28)

The equation of a line passing through the origin is

y = mx ( m is the slope )

Calculate the slope using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = A (- 2, 3) and (x₂, y₂ ) = B (2, - 3) ← 2 points on the line

m = [tex]\frac{-3-3}{2-(-2)}[/tex] = [tex]\frac{-6}{2+2}[/tex] = [tex]\frac{-6}{4}[/tex] = - [tex]\frac{3}{2}[/tex]

y = - [tex]\frac{3}{2}[/tex] x → E

(29)

Using the slope formula

with (x₁, y₁ ) = A (- 2, -4) and (x₂, y₂ ) = B (0, 4) ← 2 points on the line

m = [tex]\frac{4-(-4)}{0-(-2)}[/tex] = [tex]\frac{4+4}{0+2}[/tex] = [tex]\frac{8}{2}[/tex] = 4 → D

(30)

(x + 2)(x + 4)

Each term in the second factor is multiplied by each term in the first factor, that is

x(x + 4) + 2(x + 4) ← distribute both parenthesis

= x² + 4x + 2x + 8 ← collect like terms

= x² + 6x + 8 → E

Will Mark Brainlest Help Please ,,,,
find the value of x and y ​

Answers

Step-by-step explanation:

(-1,0),m=2

(1-7),m=12

m=-4,(-1,-4)

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