1) Art
2) Sports
3) Nature
58°
X Х
jsut give a quick
Answer:
32
Step-by-step explanation:
The sum of the angles of a triangle is 180
58+90+x = 180
148+x = 180
x = 180-148
x=32
The angle sum property of a triangle:
The total measure of the three angles of a triangle is 180°
Solution[tex]\large\bf \longrightarrow \: {\underline{\red{x \: + \: 58 \degree \: + \: 90 \degree \: = \: 180 \degree}}}[/tex]
[tex]\large\bf \longrightarrow \: {\underline{\red{x \: + \: 148 \: = \: 180 \degree}}}[/tex]
[tex]\large\bf \longrightarrow \: {\underline{\red{x \: = \: 180 \degree \: - \: 148 \degree}}}[/tex]
[tex]\large\bf \longrightarrow \: {\underline{\red{x \: = \: 32 \degree}}}[/tex]
1.Given the function f(x) = -2c + cx - x^2? and f^-1(5) = -1, find c
Here we have a quadratic function and we want to find the value of a constant with a given restriction.
We will find that c = 8.
So we have the function:
[tex]f(x) = -2c + cx - x^2[/tex]
We know that:
[tex]f(5)^{-1} = -1 = \frac{1}{-2c + c\cdot 5 - (5)^2}[/tex]
Notice that the above equation means that:
[tex]-2c + c\cdot5 - (5)^2 = -1[/tex]
Then we just need to solve the above equation for c:
[tex]-2c + 5c - (5)^2 = -1\\\\(-2 + 5)\cdot c - 25 = -1\\\\3\cdot c = -1 + 25\\\\3\cdot c = 24\\\\c = 24/3 = 8[/tex]
So we found that the value of c is 8.
This means that the function is:
[tex]f(x) = -16 + 8\cdot x - x^2[/tex]
You can see the graph below:
If you want to learn more, you can read:
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Slide the green dot from 0 to plot the number at the correct
location.
Use the number line and the additive inverse to find the
difference.
Plot -
-3.5 -3
-2.5 -2
-1.5 -1
-0.5
0
0.5
1
23) Find the length of the median of each trapezoid.
A) 7.4
C) 5.6
B) 5.8
D) 6.1
Answer: 5.8 (choice B)
=================================================
Explanation:
To find the length of the median, we add up the parallel sides and divide by 2. In other words, we're averaging the parallel sides to get the length of the midsegment shown.
FE = (WX + VY)/2
FE = (4.5 + 7.1)/2
FE = 11.6/2
FE = 5.8
Answer pls…………………………..
Answer:
10/27
Step-by-step explanation:
3^x = 10
We want to find 3^(x-3)
Rewriting
We know that a^(b-c) = a^b * a^ (-c)
3^x * (3^-3)
We know that 3^-3 = 1/3^3
3^x * 1/27
10 * 1/27
10/27
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?
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.
Learn more about Equation of Line here:
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PLS HELP ON THIS QUESTION I WILL MARK YOU AS BRAINLIEST IF YOU KNOW THE ANSWER!!
_______________ are useful for comparing data and seeing which categories are most popular.
A. star graphs
B. line graphs
C. bar graphs
D. line plots
Answer:
Option C. bar graph is the answer.
What is the correct solution to the equation 1 – (2x + 4) = –4x + 5?
[tex]\\ \sf\longmapsto 1-(2x+4)=-4x+5[/tex]
[tex]\\ \sf\longmapsto 1-2x-4=-4x+5[/tex]
[tex]\\ \sf\longmapsto -2x-3=-4x+5[/tex]
[tex]\\ \sf\longmapsto -2x+4x=5+3[/tex]
[tex]\\ \sf\longmapsto 2x=8[/tex]
[tex]\\ \sf\longmapsto x=\dfrac{8}{2}[/tex]
[tex]\\ \sf\longmapsto x=4[/tex]
Step-by-step explanation:
[tex]\Large \boldsymbol {} \sf 1-(2x+4)=-4x+5 \\\\1-2x-4=-4x+5 \\\\4x-2x=5+3 \\\\2x=8 \\\\\boxed{\sf x=4}[/tex]
Ms. Mitchell brings in 700 sour worms to distribute to the students at ... /1
her school. She gives 2/7 of the worms to the Kindergartners. Of the
remaining worms, she gives 7/25 to the 1st graders. Of the remaining
worms, she gives 4/9 to the 2nd graders. Of the remaining worms, she
gives 37/50 to the 3rd graders. Ms. Mitchell then distributes the
remaining worms evenly between the 4th graders. If there are 13 4th
graders, how many worms does each 4th grader get?
================================================
Explanation:
We'll step through the grade levels in increasing order
The teacher starts with 700 sour worms total. Then 2/7 of that is given to the Kindergartners
2/7 of 700 = (2/7)*700 = 200
So Ms. Mitchell handed out 200 worms to the Kindergartners.
This means she has 700-200 = 500 left over.
-----------------
Now onto the 1st graders.
The teacher hands out 7/25 of the remaining total (500) to the first graders
7/25 of 500 = (7/25)*500 = 140
She hands out 140 worms to the first graders and has 500-140 = 360 worms left.
-------------------
Now the 2nd graders
"Of the remaining worms, she gives 4/9 to the 2nd graders" tells us that
4/9 of 360 = (4/9)*360 = 160 worms are given to the second graders
This leaves 360-160 = 200 worms left
-------------------
Now the 3rd graders
37/50 of 200 = (37/50)*200 = 148
The teacher hands out 148 worms to the 3rd graders
There are 200 - 148 = 52 worms left.
--------------------
Finally, we're at the 4th graders
Each 4th grader gets the same number of worms (aka the amount is distributed equally). Since there are 52 worms left, and 13 fourth graders, this means each fourth grader gets 52/13 = 4 worms. It's a slightly interesting coincidence that the number '4' matches up with the grade level. It's possible your teacher adjusted the numbers to make this an intentional goal.
--------------------
To recap everything, we found these worm counts for each grade level
Kindergarten = 200 wormsFirst graders = 140 wormsSecond graders = 160 wormsThird Graders = 148 wormsFourth graders = 52 wormsNote how those values add back up to 700, ie 200+140+160+148+52 = 700. This helps confirm the answer.
Then once we see that 52 worms are left, each fourth grader gets 52/13 = 4 worms a piece.
So this is why the final answer is 4.
Santiago receives $179
per year in simple interest from three investments. Part is invested at 2%, part at 3%, and part at 4%. There is $500 more invested at 3% than at 2%. The amount invested at 4% is four times the amount invested at 3%. Find the amount invested at each rate.
9514 1404 393
Answer:
$400 at 2%$900 at 3%$3600 at 4%Step-by-step explanation:
Let x represent the amount invested at 3%. Then (x -500) is the amount invested at 2%, and 4x is the amount invested at 4%. The total interest income is ...
0.02(x -500) + 0.03x + 0.04(4x) = 179
0.21x -10 = 179 . . . . . simplify
0.21x = 189 . . . . . . . . add 10
x = 900 . . . . . . . . . . . divide by 0.21
x -500 = 400
4x = 3600
$400 is invested at 2%; $900 is invested at 3%, $3600 is invested at 4%.
Please help me, What is the length of DE?
Answer:
B
Step-by-step explanation:
The 2 triangles are similar, so the corresponding sides are in proportion, that is
[tex]\frac{DE}{XY}[/tex] = [tex]\frac{FD}{ZX}[/tex] , substitute values
[tex]\frac{DE}{9}[/tex] = [tex]\frac{8}{12}[/tex] ( cross- multiply )
12 DE = 72 ( divide both sides by 12 )
DE = 6 → B
plss answer hihihihihihihihiihihihihihihihihihihih
Answer:
C - 60
Step-by-step explanation:
4x^2 = 144
x = 6
p=10*6
P=60
Answer:
hi, thanks for asking! the answer to this question is, 108.
Step-by-step explanation:
first, you must think how much it adds up to if u add the numbers toghether. then, boom!
hope this helps<3
A class of 40 students took a math test 18 of the students had a weighted average of 80. The other students had a weighted average of 70. What is the average score of the whole class? A) 74 B) 74.5 C) 76 D) 76.5
==========================================================
Explanation:
Average = (sum of scores)/(number of scores)
We can turn that equation into symbolic form to say
A = S/n
We're told that "18 students had an average of 80" (paraphrased) which means,
A = S/n
80 = S/18
80*18 = S
S = 1440
Those 18 students' scores add up to 1440.
For the other group of 40-18 = 22 students, their scores add to
S = A*n
S = 70*22
S = 1540
Overall, everyone's scores add up to 1440+1540 = 2980
Divide this over the number of people in class (40) to get the final answer
2980/40 = 74.5
--------------------------------------------
Here's an alternative way to compute the answer
(18/40)*80 + (22/40)*70 = 74.5
This works because 18/40 of the class got an average of 80 while the remaining 22/40 of the class got an average of 70.
Find the sum of one thousand and forty-two, sixty-nine and five hundred and thirty-six.
with full explanation
Answer:
1042
69+5=74
100+36=16
Step-by-step explanation:
> one thousand = 1000 (thousandth place)
0 = hundred place
and fourty-two = 42 (tenths)
1042
> 69+5=74
sixty-nine = 69 (tenth place)
5 = (unit)
64
> 100+36=536
one hundred = 100(hundredth place)
36 ( tenths)
146
Six years from now, Olivia will be three times older than she is today. How old is she?
4
5
2
3
and
The correct order of steps in solving a word problem is:
Determine variables for unknowns, create an equation, solve for the unknown variable, check that the left side of the equation equals the right side
Create an equation, determine a variable for the unknown, solve for the unknown, check that left side equals right side
Determine a variable for the unknown, create an equation, check that left side equals right side, solve for the unknown variable
Determine the variable for the unknown, create an equation, solve for the unknown
Answer:
She is three years old.
Step-by-step explanation:
If she is 3, then six years from now she will be nine.
3 * 3 = 9
what is the bionomial expansion of (x-1y)^2
Answer:
[tex] {(x - y)}^{2} \\ = (x - y)(x - y)[/tex]
open the brackets:
[tex] = ( {x}^{2} - xy - xy + {y}^{2} ) \\ = {x}^{2} - 2xy + {y}^{2} [/tex]
Which angle number represents an angle adjacent to /EHD?
In the diagram, ∠5 is adjacent to ∠EHD.
Angle
Angles are formed when two rays intersect at a point. An angle is also formed when to lines intersect each other, thereby the two lines share a common endpoint.
Adjacent angles are two angles that have a common side and a common vertex (corner point). They are placed side by side to each other.
In the diagram, ∠5 is adjacent to ∠EHD.
Find out more on Angle at: https://brainly.com/question/25770607
Find the solution set of the inequality
Answer:
x>22
Step-by-step explanation:
Answer:
x > 22
Step-by-step explanation:
Given
52 - 3x < - 14 ( subtract 52 from both sides )
- 3x < - 66
Divide both sides by - 3, reversing the symbol as a result of dividing by a negative quantity.
x > 22
Solve for x. Round your answer to the nearest tenth if necessary.
X=
Answer:
7.2
Step-by-step explanation:
Since the angle is equal, 24/(x+8.7)=13.1/8.7. x=7.2
Answer:
x ≈ 7.2
Step-by-step explanation:
Δ MNO and Δ MKL are similar, so the corresponding sides are in proportion, that is
[tex]\frac{MN}{MK}[/tex] = [tex]\frac{MO}{ML}[/tex] , substitute values
[tex]\frac{13.1}{13.1+10.9}[/tex] = [tex]\frac{8.7}{8.7 +x}[/tex]
[tex]\frac{13.1}{24}[/tex] = [tex]\frac{8.7}{8.7+x}[/tex] ( cross- multiply )
13.1(8.7 + x) = 208.8 ← distribute left side
113.97 + 13.1x = 208.8 ( subtract 113.97 from both sides )
13.1x = 94.83 ( divide both sides by 13.1 )
x = [tex]\frac{94.83}{13.1}[/tex] ≈ 7.2 ( to the nearest tenth )
A manufacturer of radio sets produced 600 units in the third year and 700 units in the
seventh year. Assuming the production uniformly increases by a fixed number every year,
the production in the first year is
b) 530
d) 570
a) 500
c) 550
Answer:
Step-by-step explanation:
The easiest way to explain this is to use slope and then writing equations for lines. The reason for that is because we are told that the production uniformly increases. That "uniform increase" is the rate of change, and since the rate of change is constant, we are talking about the slope of a line, where the rate of change is constant throughout the whole length of the line.
Create coordinates from the info given:
In the third year, 600 units were made. Time is always an x thing, so the coordinate is (3, 600). Likewise for the other bit of info. Time is always an x thing, so the coordinate is (7, 700). Applying the slope formula:
[tex]m=\frac{700-600}{7-3}=\frac{100}{4}=25[/tex] which means that 25 units per year are produced. Write the equation to find the number of units produced in any year. I used the point-slope form of a line to do this:
y - 600 = 25(x - 3) and
y - 600 = 25x - 75 so
y = 25x + 525
If we want to know the number of units in the first year, we will replace x with 1 and do the math:
y = 25(1) + 525 so
y = 550 units, choice C.
could someone please assist...it would really help alot...thank you:)
I just need help with 4.2 and 4.3
Problem 4.2
We're told that y = 2x is the equation of the tangent line through point Q.
Plug this into the equation of the circle (that was given at the very top of the page). Solve for x.
x^2 + y^2 - 18x - 6y + 45 = 0
x^2 + (2x)^2 - 18x - 6(2x) + 45 = 0 ... every "y" replaced with "2x"
x^2 + 4x^2 - 18x - 12x + 45 = 0
5x^2 - 30x + 45 = 0
5(x^2 - 6x + 9) = 0
5(x-3)^2 = 0
(x-3)^2 = 0
x-3 = 0
x = 3
This then means y = 2x = 2*3 = 6
The coordinates of point Q are (x,y) = (3,6)
----------
Answer: (3,6)===========================================================
Problem 4.3
We first need to find the location of point S. That will involve solving this system of equations
[tex]\begin{cases}x-2y+12=0\\y = 2x\end{cases}[/tex]
which represent the equations of lines SR and QS in that exact order.
Like before, we'll apply substitution to solve for x.
x-2y+12 = 0
x-2(2x)+12 = 0
x-4x+12 = 0
-3x+12 = 0
12 = 3x
12/3 = x
4 = x
x = 4
Which leads to y = 2x = 2*4 = 8
Point S is located at (4,8)
Point R is given to be located at (6,9)
Apply the distance formula for these two points to find the length of SR (aka the distance from S to R).
[tex]S = (x_1,y_1) = (4,8)\\\\R = (x_2,y_2) = (6,9)\\\\d = \text{Length of SR, aka distance from S to R}\\\\d = \sqrt{(x_1 - x_2)^2 + (y_1 - y_2)^2}\\\\d = \sqrt{(4-6)^2 + (8-9)^2}\\\\d = \sqrt{(-2)^2 + (-1)^2}\\\\d = \sqrt{4 + 1}\\\\d = \sqrt{5}\\\\d \approx 2.236068\\\\[/tex]
The exact length is [tex]\sqrt{5}[/tex] and that approximates to roughly 2.236068 units.
----------
Answer:Exact length = [tex]\sqrt{5}[/tex] units
Approximate length = 2.236068 units
Factor X squared minus 2X -80
Answer:
(x - 10)(x + 8)
Step-by-step explanation:
x² - 2x - 80
Consider the factors of the constant term (- 80) which sum to give the coefficient of the x- term (- 2)
The factors are - 10 and + 8 , since
- 10 × 8 = - 80 and - 10 + 8 = - 2 , then
x² - 2x - 80 = (x - 10)(x + 8)
Help me asap im not good at math
Answer:
[tex] > [/tex]
Step-by-step explanation:
The denominators are the same so, you have to look at the numerator which is greater, - 1 is greater because it's close to 0
For a moving object, the force acting on the object varies directly with the object's acceleration. When a force of 8 N acts on a certain object, the acceleration of the object is 4 m/s?. If the acceleration of the object becomes 3 m/s?, what is the force?
Here Mass is constant
F1=8Na_1=4m/s^2a_2=3m/s^2F_2=?Using Newtons s law
[tex]\\ \sf \longmapsto F=ma[/tex]
[tex]\\ \sf \longmapsto \dfrac{F}{a}=m[/tex]
[tex]\\ \sf \longmapsto \dfrac{F_1}{a_1}=\dfrac{F_2}{a_2}[/tex]
[tex]\\ \sf \longmapsto \dfrac{8}{4}=\dfrac{F_2}{3}[/tex]
[tex]\\ \sf \longmapsto F_2=\dfrac{24}{4}[/tex]
[tex]\\ \sf \longmapsto F_2=6N[/tex]
Answer:
F = 6N
Step-by-step explanation:
Equation
F = ka
F - force
k - constant of proportionality
a - acceleration
Step 1 - find k
8N=k*4m/s^2
k=2
Step 2 - find F
F=2*3m/s^s
F=6
1. thực hiện phép nhân
a) (2x-1)(x-8)
b) (x^2-3)(2x+4)
c) (2x-1)x+x^2-2(x-3)
d) x(2x-6).(-3x)+9x(x-1)
e) 2x(x^2-3x)-(x+1)(x^2-2)
f)3x(x-1)+x^2(x-2)+3(x-1)(x+1)
Answer:
Hey I'm sorry I didn't get to answer your question it's just that I need the points because I don't have enough to get help with my question. I hope you get the answer that you need for you question. Good Luck :).................
Step-by-step explanation:
"A die is rolled and a number less than 5 comes up"
Which letter from A to G best represents the probability of the event?
Answer:
4/6
Step-by-step explanation:
Im pretty sure***
but if a dice has 6 sides, and you have to get something less than 5, which is 1-4, which is 4 numbers, so 4 out of 6 total is 4/6
Good Afternoon I am really stuck on this question whoever solves it I will give them brainliest with no unacceptable question thank you so much!
Answer:
Card picked=2
P(factors of 28)={1,2,4,7,14,28}
total cards=4
in percentage=4 x 20 + 20
80+20=100
Therefore 2 in percentage will be
2 x 20 + 20
=40+20=60%
should the quadratic formula be used to solve this question explain.
x^2+4x-3=0
Answer:
Yes
Step-by-step explanation:
This equation does not factorise, so quadratic equation will be useful. It is easier than other methods that can be applied to this equation.
1. Three products from renewable resources are
Answer:
biomass energy (such as ethanol), hydropower, geothermal power, wind energy, and solar energy.
Find the values of p and q for which the system of the linear equation has
infinite number of solutions
2x -3y = 7
(p +q) x -(p+ q- 3) y =4p+q
unwanted ans will be reported
If it has infinite solutions
[tex]\boxed{\sf \dfrac{a_1}{a_2}=\dfrac{b_1}{b_2}=\dfrac{c_1}{c_2}}[/tex]
[tex]\\ \sf\longmapsto \dfrac{2}{p+q}=\dfrac{3}{p+q-3}[/tex]
[tex]\\ \sf\longmapsto 2(p+q-3)=3(p+q)[/tex]
[tex]\\ \sf\longmapsto 2p+2q-6=3p+3q[/tex]
[tex]\\ \sf\longmapsto 2p-3p+2q-3q=6[/tex]
[tex]\\ \sf\longmapsto -p-q=6[/tex]
[tex]\\ \sf\longmapsto p+q=-6[/tex]
[tex]\\ \sf\longmapsto p=-6-q[/tex]
Take p as 1
.q=-6-1=-7