Answer:
10 :)
Step-by-step explanation:
I hope this helped :)
in the given parallelogram ABCD, find the value of x and y
Answer:
see explanation
Step-by-step explanation:
(a)
The consecutive angles are supplementary, sum to 180° , then
3y + 2y - 5 = 180
5y - 5 = 180 ( add 5 to both sides )
5y = 185 ( divide both sides by 5 )
y = 37
Then ∠ A = 3y = 3 × 37 = 111
The opposite angles are congruent , then
3x + 3 = 111 ( subtract 3 from both sides )
3x = 108 ( divide both sides by 3 )
x = 36
---------------------------------------------------------------------
(b)
The diagonals bisect each other , so
x + 8 = 16 - x ( add x to both sides )
2x + 8 = 16 ( subtract 8 from both sides )
2x = 8 ( divide both sides by 2 )
x = 4
and
5y + 4 = 2y + 13 ( subtract 2y from both sides )
3y + 4 = 13 ( subtract 4 from both sides )
3y = 9 ( divide both sides by 3 )
y = 3
Which system of linear inequalities is represented by the graph?
y > x – 2 and y < x + 1
y < x – 2 and y > x + 1
y < x – 2 and y > x + 1
y > x – 2 and y < x + 1
The system of linear inequalities is represented by the graph is y < x – 2 and y > x + 1
The equation of a line is expressed as y = mx + b
m is the slope of the lineb is the y-interceptFor the blue line;
m = 1
Since the line cuts the line at y = 1, hence the y-intercept is 1
The required equation of the red line will be y > x + 1
For the red line;
m = 1
Since the line cuts the line at y = -2, hence the y-intercept is -2
The required equation of the red line will be y < x - 2
Hence the system of linear inequalities is represented by the graph is y < x – 2 and y > x + 1
Learn more on inequality graph here: https://brainly.com/question/9774970
Answer:
B Or y < x – 2 and y > x + 1
Step-by-step explanation:
y < x – 2 and y > x + 1
4(3p+2)-5(6p-1)=2(p-8)-6(7p-4)
Can someone solve this and show it step by step
−5x + 2[x − (4 + 2x)] ≥ 5 − 2(x − 1)
Step-by-step explanation:
-5x + 2(x -4 -2x) > 5 - 2x -2
-5x + 2x -8 -4x > 3 - 2x
-7x -8 > 3 - 2x
-5x > 11
x < 11:-5
x < -2.2
Answer:
x ≤ 3
Step-by-step explanation:
find the domain f(x)=√x-6
The domain of the square root function is:
x ≥6
How to find the domain of the square root function?Remember that for any function y = f(x), we define the domain as the set of the possible inputs of the function. That is, the set of the possible values of x.
Here we have the square root function:
f(x) = √(x - 6)
Now, remember that the argument of a square root must be zero or larger, then to find the domain we need to solve:
x - 6 = 0
x = 6
Then the domain is the set of all the values equal to or larger than 6.
The domain is: x ≥6
Learn more about domain at:
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100 points my guys
what is the defenition ofmean , medium and mode
The president of a small company
made $72,000 last year. She cut her
salary this year to $60,000 because
the company was not doing as well.
What was the percent decrease in
her salary to the nearest percent?
Answer:
17%
Step-by-step explanation:
Percent decrease
[tex] = \frac{72000 - 60000}{72000} \times 100 \\ \\ = \frac{12000}{72000} \times 100\\ \\ = \frac{1200000}{72000} \\ \\ = 16.67 \% \\ \\ \approx \: 17 \%[/tex]
in the diagram find angle mQR
Answer:
[tex]mSQR=1/2m~SR\\[/tex]
[tex]75=1/2m~SR[/tex]
[tex]mSR=150[/tex]
[tex]360=SR+QR+QS[/tex]
[tex]mQR=360-150-133[/tex]
[tex]mQR=77[/tex]
[tex]So, B ~ is ~ your~ answer[/tex]
-----------------------
hope it helps...
have a nice day!
PLEASE HELP How can you make different triangles with the same angle measures?
Form different triangles with angle measures 90°, 75°, and 15°
How can you make different triangles with the same angle measures?
O A. Make triangles with the same angle measures and the same side lengths
OB. It is not possible to make different triangles with the same angle measures.
OC. Make triangles with the same angle measures but different side lengths
OD. Make triangles with the same side lengths but different angle measures
The perimeter of a rectangle is 10 feet, and the area is 6 square feet. What is the width of
the rectangle?
Hello,
Perimeter of a rectangle : 2 * (length + width)
Area of a rectangle : length * width
We know that the perimeter of the rectangle is equal to 10 feet and its area is equal to 6 square feet.
Let's call x the length of the rectangle and y the width of the rectangle. The pair (x ; y) verifies the following system :
2 (x + y) = 10 ⇔ x + y = 5 ⇔ x = 5 - y
x * y = 6 ⇔ (5 - y) * y = 6 ⇔ 5y - y² - 6 = 0 ⇔ y² - 5y + 6 = 0
⇔ y² - 3y - 2y + 6 = 0 ⇔ y(y - 3) - 2(y - 3) = 0 ⇔ (y - 2)(y - 3) = 0
⇔ y = 2 ou y = 3
x = 5 - y ⇔ x = 5 - 2 or x = 3 - 2 ⇔ x = 3 or y = 2
S = {(3 ; 2) ; (2 ; 3)}
The width of the rectangle is 2 or 3 feet.
:-)
Help me please! It’s timed
Answer:
x=36.08
Step-by-step explanation:
Given: From the given triangle DEF, ∠E=[tex]90^{0}[/tex]
DF=55
and DE= x
To find the value of x
According to trigonometry rule,
[tex]\frac{x}{55} =cos49^{0} \\x=55(cos 49^{0} )\\x=55(0.656)\\x=36.08[/tex]
Therefore, the value of x will be 36.08
Which of the following is the definition of the sine ratio in a right triangle
Answer:
Oppositeleg
adjacenleg
Answer:
option 1
Step-by-step explanation:
Just remember this to get the trigonometric ratio in a right triangle :
Old Henry And His Old Aunt
O for opposite
H for hypotenuse
A for Adjacent
Sin = O/ H
Cos = A /H
Tan = O /A
Which situation has a probability of 1/2?
A. picking the number “5” from the integers 1 to 10
B. rolling an odd number on a fair 6-sided number cube
C. randomly choosing the letter “s” from the word “Mississippi”
D. randomly choosing a boy out of a class containing 8 boys and 12 girls
Answer:
a
Step-by-step explanation:
1/2 of 10 is 5
Answer: b
Step-by-step explanation:
there are 6 numbers on a regular dice. 3 even, 3 odd
Find the mean absolute deviation of the following numbers. 10, 8, 5, 12, 20
NEED HELP! Will give brainiest!! And thanks if you even answer one of them
Answer:
In the questions you are asked to evaluate by substituting the variables to the given number.
PLZ EXCUSE MY HANDWRITING.
Solve the following equation for x.
18 – 4.x = 10 - 2x
A x = -4
B) x = -1
C) x = 1
D) x =4
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
A manufacturer of cheese filled ravioli supplies a pizza restaurant chain. Based on data collected from its automatic filling process, the amount of cheese inserted into the ravioli is normally distributed. To make sure that the automatic filling process is on target, quality control inspectors take a sample of 25 ravioli. The correct value of t* to construct a 98% confidence interval for the true mean amount of cheese filling is ________. Group of answer choices 2.797 2.492 2.064 3.467 3.745
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.
Solve the system of equations below using the elimination method.
Show how you determined your solution.
4x+y=23
3x-y=12
Answer:
The solution is (5, 3)
Step-by-step explanation:
To solve this system of linear equations, let's use elimination by addition and subtraction. This approach is particularly easy because one equation already has +y and the other -y, summing up to zero:
4x+y=23
3x-y=12
---------------
7x = 35
Then x must be 5.
Substituting 5 for x in the first equation, we get
4(5) + y = 23. Then 20 + y = 23, or y = 3.
The solution is (5, 3)
The graph of y = e^x is transformed as shown in the graph below. Which equation represents the transformed
function?
Answer:
B
Step-by-step explanation:
y=e^x+3
Simplify using suitable property. Also name the property used:-3/5 x 4/7 + 8/5x 4/7
Answer:
The answer is 4/7 and the property used is the distributive property
Step-by-step explanation:
Recall from the distributive property;
a * (b + c) = ab + ac
Applying same here, we have it that;
4/7 (-3/5 + 8/5)
= 4/7 * ((-3 + 8)/5)
= 4/7 * 5/5
= 4/7 * 1 = 4/7
A circle P is circumscribed about a regular hexagon ABCDEF
Arc AB =
Select one:
a. 60
b. 120
c. not enough information
d. 90
Answer:
angle degrees is 60
so the answer would be A
Step-by-step explanation:
because there are 6 sides, 360 is divided by 6.
consider the equation k over x equals 12 where k is any number between 20 and 65 and X is a positive integer what are the possible values for x
A - y = -2x + 40
B - y = 2x + 40
C y = 1/2x + 40
D - y=-1/2x +40
Answer:
c y=1/2x+40
because it's positive (up). /
Which of the following is not a disadvantage to cash advances on a credit card?
a.
Cash advances are similar to loans in that they need to be paid back with interest.
b.
Cash advances require a lot of paperwork and are generally difficult to get.
c.
Cash advances are often the last thing to be paid when paying off your credit card.
d.
Cash advances often come with an interest rate much higher than your credit card.
(its not a)
Answer:
B
Step-by-step explanation:
it is b because I got it right on Edu and it was on quiz let
which of the following is the slope of a line perpendicular to the line y = -2/3 x +5
Answer:
-2/3x is the slope
Step-by-step explanation:
y=mx+b is the equation to follow
Determine the general rule for the sequence 19;11;3;.....
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
What is the minimum value of the objective function, C with given constraints? C=5x+3y {⎨x+3y≤9 {5x+2y≤20 {x≥1 {y≥2
Answer:
The answer is below
Step-by-step explanation:
Plotting the following constraints using the online geogebra graphing tool:
x + 3y ≤ 9 (1)
5x + 2y ≤ 20 (2)
x≥1 and y≥2 (3)
From the graph plot, the solution to the constraint is A(1, 2), B(1, 2.67) and C(3, 2).
We need to minimize the objective function C = 5x + 3y. Therefore:
At point A(1, 2): C = 5(1) + 3(2) = 11
At point B(1, 2.67): C = 5(1) + 3(2.67) = 13
At point C(3, 2): C = 5(3) + 3(2) = 21
Therefore the minimum value of the objective function C = 5x + 3y is at point A(1, 2) which gives a minimum value of 11.
I need help with this question. Whoever helps me I will mark branliest! <3
Answer: A, B, C
Step-by-step explanation:
AC is half of AB, so AB = 2AC
1/2 of AB will be AC, and AB
AC = CB
The width of a rectangle is represented by 2x and the length is represented by x2-x+ 3. Which expression represents the area of the rectangle?
Answer:
2x^3-2x^2+6x
Step-by-step explanation:
The area of a rectangle is
A = l*w
A = ( x^2 -x+3) * (2x)
Multiply
A = x^2 *2x -x*2x +3 *2x
A = 2x^3-2x^2+6x
PLEASE I REALLY NEED HELP
Plans for a new school call for classrooms directly across the hall from each other to be congruent. This computer printout shows a math classroom. If the vertices of a science classroom are located at (-3x¹,y¹). (-3x²,y²), (-3x³, y³), and (-3x⁴, y⁴), will the science classroom be congruent to the math classroom?
The lengths of the horizontal sides of the science class is larger than the
length of the horizontal side of the math class.
The correct option is; No, the the transformation applied was not a rigid motion.
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
The the correct option is, no the transformation that gives the science class from the math class is not a rigid transformation.Learn more about non-rigid transformation here:
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