Classify the pair of angles. Then find the value of x.

Answer:

yes yes yes yes yes yes yes yes yes yes yes yes yesyes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

yes yes yes yes yes yes yes yes yes yes yes yes yes

Step-by-step explanation:

Answer:

-4

Step-by-step explanation:

[tex]z = 6 - 11 \\ = - 4[/tex]

Answer:

[tex]x=3[/tex]

[tex]y=1[/tex]

Step-by-step explanation:

We can subtract the first equation from the second to find the value of [tex]y[/tex], although we can also do this vice versa.

[tex]x-x=2y+1-y-2[/tex]

[tex]y-1=0[/tex]

[tex]y=1[/tex]

Now, we can use substitution to solve for [tex]x[/tex]:

[tex]x = y+2[/tex] (pick any equation for substitution)

[tex]x=1+2[/tex]

[tex]x=3[/tex]

Hope this helps :)

Answer: a = 8;  b = 15;  c = 17

Step-by-step explanation:

c = b + 2  and c = 2a + 1

b = c − 2 and a =  [tex]\frac{c-1}{2}[/tex]

​

c² = b² + a²  

[tex]c^{2} = (c-2)^{2} + \frac{c-1}{2}\\[/tex]

[tex]c^{2}= \frac{4 (c-2)^{2}+(c - 1)^{2} }{4}[/tex]

[tex]4c^{2}={4 (c^{2} + 4 -4c)+c ^{2} + 1-2c[/tex]

[tex]4c^{2}={4 c^{2} + 16 -16c)+c ^{2} + 1-2c[/tex]

[tex]c^{2}-18c+17=0[/tex]

[tex]c(c -17)-1(c-17)=0[/tex]

​[tex](c -1)(c-17)=0[/tex]

c = 1 or c = 17

If c = 1 then b = 1 - 2 = -1, that's not possible

So x = 17

b = 17 - 2 = 15

a = [tex]\frac{17-1}{2} = 8[/tex]

Length sides of the triangle are 17 cm, 15 cm and 8 cm.

I saw some of this on a site but I want to make sure its correct so we're gonna apply the pythagorean theory and see if its correct.

[tex]a^{2} + b^{2} = c^{2} \\8^{2} + 15^{2} = 17^{2} \\64 + 225 = 289\\289 = 289\\[/tex]

This shows that this is correct.

Hope this helped! Again, some of this was from a site, not from me.

Answer:

25%

Step-by-step explanation:

6400/1600=4

1/4= 25%

Answer:

2:1 not really sure but I tried

Step-by-step explanation:

The first triangle is double the first one.

15/2= 7.5

Not really sure but I tried.

Answer:

scale = 14.5 cm perimeter

actual = 29 inch perimeter

Step-by-step explanation:

To find the perimeter of the scale drawing, we can just add up the scale sides.

This would be 2.5 + 2.5 + 4.75 + 4.75 = 14.5 cm perimeter

For the real flag, we know that for each cm on the scale flag, it represents 1 inch on the actual flag.

2.5/.5 = 5 inch length

4.75 / .5 = 9.5 inch width

5 + 5 + 9.5 + 9.5 = 29 inch perimeter

Step-by-step explanation:

9 can be written as a product of 3 and 3

9=3×3 ( because 3 is a prime no. as it has two different factors ,i.e. 3 and 1)

Step-by-step explanation:

so we start using repeated division to find 9 as a product of primes.

First divide 9 by the smallest prime factor it has.

9/3=3

Next, divide the result (3) by the smallest prime factor it has.

3/3=1

Once you reach 1, which we just did, you have finished.

Now collect all the results you have.

3x3

There you go, 9=3x3, as a product of primes.

or 3^2, if you want to write it in index notation.

This works for any integer.

Answer:  think its A because that little square box is a angle of a angle triangle.i won't get my answer right. cool

Step-by-step explanation: i can't explain this

Answer:

That's what pops up, on a scratch

Answer:

2m+3/5=3

2m+3= 5 x 3

2m+3=15

2m=15-3

2m=12

m=12/2

m=6

Answer: 9 + 1.50m

Step-by-step explanation:

From the question, we are informed that the minimum cost for an Uber ride is $9 and that a fee of $1.50 will be added for each additional mile.

A piece wise function to model the situation will be:

= 9 + 1.50m

where m = every additional mile

For example, if a person takes 4 additional miles, this will be calculated as:

= 9 + 1.50m

= 9 + 1.50(4)

= 9 + 6

= $15

Answer: V = 56.5486678 m3

there's the full answer.

you'd round it to 57

Answer:

The equation of line in the form of Ax + By = C is: [tex]\mathbf{4x+y=-17}[/tex]

Step-by-step explanation:

We need to find the equation of line, with the given slope passes through the given point.

Slope m = -4

Point: (-2,-9)

We need to find slope and y-intercept of the line.

The slope of line is given m = -4

Now, we need to find the y-intercept

Using the point (-2,-9) and slope m = -4, we can find y-intercept

The formula used will be: [tex]y=mx-b[/tex]

Putting values of: y= -9, x =-2 and m = -4

[tex]y=mx+b\\-9=-4(-2)+b\\-9=8+b\\b=-9-8\\b=-17[/tex]

So, y-intercept b = -17

Now, the equation of required line having slope m = -4 and y-intercept b = -17 is:

[tex]y=mx+b\\y=-4x-17[/tex]

Writing equation in required form i.e. of Ax + By = C

[tex]y=-4x-17\\4x+y=-17[/tex]

So, the equation of line in the form of Ax + By = C is: [tex]\mathbf{4x+y=-17}[/tex]

Answer:

13/30

Step-by-step explanation:

Add: -1/

3

+ 2/

5

= -1 · 5/

3 · 5

+ 2 · 3/

5 · 3

= -5/

15

+ 6/

15

= -5 + 6/

15

= 1/

15

For adding, subtracting, and comparing fractions, it is suitable to adjust both fractions to a common (equal, identical) denominator. The common denominator you can calculate as the least common multiple of the both denominators - LCM(3, 5) = 15. In practice, it is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 3 × 5 = 15. In the next intermediate step the fraction result cannot be further simplified by canceling.

In words - minus one third plus two fifths = one fifteenth.

Subtract: 1/

2

- the result of step No. 1 = 1/

2

- 1/

15

= 1 · 15/

2 · 15

- 1 · 2/

15 · 2

= 15/

30

- 2/

30

= 15 - 2/

30

= 13/

30

For adding, subtracting, and comparing fractions, it is suitable to adjust both fractions to a common (equal, identical) denominator. The common denominator you can calculate as the least common multiple of the both denominators - LCM(2, 15) = 30. In practice, it is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 2 × 15 = 30. In the next intermediate step the fraction result cannot be further simplified by canceling.

In words - one half minus one fifteenth = thirteen thirtieths.

Answer: y = 1/5x+5

Step-by-step explanation: Slope intercept form is y = mx+b, where m is the slope, and b is the y intercept. Substitute accordingly.

Answer:

B

Step-by-step explanation:

Answer:I don't get what d means and what it means by value but choose a.

it makes the most sense,

Step-by-step explanation:

Answer: 2%

Step-by-step explanation:

As the loan was only for a year at simple interest, find out how much of $2,000, $40 is:

= 40/2,000

= 2%

Answer:

36

Step-by-step explanation:

Answer:

Step-by-step explanation:

(4a³b² )* (3a⁶b⁵) = 4*3 *a⁽³⁺⁶⁾ * b⁽²⁺⁵⁾

                         = 12a⁹b⁷

Answer:

The probability of juniors whose score is at or below =0.1587

The percentage of juniors whose score is at or below 66

P(X≤ 66) = 0.1587 = 15 percentage

Step-by-step explanation:

Explanation:-

Given mean of the Population (μ) = 73

Given standard deviation of the Population(σ) = 7

Let 'X' be the random variable in normal distribution

[tex]Z = \frac{x^{-}-mean }{S.D} = \frac{66-73}{7} = -1[/tex]

The probability of juniors whose score is at or below 66

[tex]P(X\leq 66 ) = P(Z\leq -1)[/tex]

                = 1 - P( Z>Z₁ )

                = 1-( 0.5 +A( Z₁)

               = 0.5 - A(-1)

             = 0.5 - A(1)    (∵ A(-1) = A(1))

            = 0.5 - 0.3413

           = 0.1587

The probability of juniors whose score is at or below 66

[tex]P(X\leq 66 ) = P(Z\leq -1)[/tex]  = 0.1587

The percentage of juniors whose score is at or below 66

P(X≤ 66) = 15 %

Answer:

A and E

Step-by-step explanation:

9^3 / 9^3

Same number on top and bottom so 1 is an answer

look at the exponents, when dividing with exponents, you just subtract them, so it could also be 9^0, which is also 1

Answer:

A. 1 and E. 9^0

Step-by-step explanation:

9/9 = 1

You can check this by actually solving the problem:

9^3 = 9*9*9 = 729

So...

729/729 = 1

Also, any number to the power of zero is one, so 9^0 is also a correct answer

Step-by-step explanation:

given

3y + 6x = - 3

writing in slope intercept form y = mx + c

3y = - 3 - 6x

y = -3/3 - 6x /3

y = - 1 - 2x

y = -2x - 1

m = - 2

c = - 1

Hope it will help :)

Answer:

4

Step-by-step explanation:

And let the missing number be x

We can solve using Algebra

11x - 10 = 34

11x = 34 + 10

11x = 44

x = 44/11

x = 4

For verification:

4(11) - 10 = 34

44 - 10 = 34

34 = 34

Hence, Proved

Answer:

120cm

Step-by-step explanation:

it 120 cm because of length×with×hight

Answer:

They had 98 marbles

Answer:

-11

Step-by-step explanation:

If F of x is 3, you would implement it into the equation. F(3)= -3(3)-2= -9-2= -11