Answers
Step-by-step explanation:
the sum of interior angles in a triangle is 180°
so
2x+2+12x-8+6x+6=180
20x=180
x=180/20=9
so
m<A =6x+6=6*9+6=54+6=60
m<M=12x-8=12*9-8=100
m<N=2x+2=2*9+2=18+2=20
MAN is an obtuse triangle
because of 100° angle
question 4
isosceles
Related Questions
someone plzzz help me real fast on this its due in 10 mins plz helpppppppppppppppp
Answers
Answer:
first one = greater than or equal to 1 and less than 10
Step-by-step explanation:
it's a method of writing numbers as the product of two factors where the first factor is a number whose absolute value is greater than or equal to 1 but less than 10 while the second factor is a power of 10
a ² + b ² + 2 (ab + bc + ca)
Answers
Answer: = a^2 + 2ab + 2(ac+ b^2 + 2bc)
Step-by-step explanation:
The cost to rent a car is a linear function of the distance driven. A car rental company
charges $100 plus $ 0.40 a mile. Write an equation that represents this situation?
A y = 100x +0.40
B y = 100.4x
C y = 40x+100
Dy =0.4x +100
Answers
please help asap!!!!!!!!!!!!!!!!!
Answers
Subtract 25¢ from $7.42. Include the dollar sign and no spaces in your answer.
Answers
Answer:
$7.17
Step-by-step explanation: hope it helped
x - 9 = 0.7*x + 0.6*x
Answers
Answer:
x = -30
Step-by-step explanation:
[tex]0.7x+0.6x=1x-9\\=>1.3x=1x-9\\=>1.3x-1x=9\\=>0.3x=-9\\=>\frac{3}{10}x =-9\\=>x=\frac{-9*10}{3} =-30[/tex]
Which of the following could NOT be the measures of the angles of a triangle?
A. 30°-120°-30°
B. 40°-40°-100°
C. 60°-60°-60°
D. 70°-50°-70°
Answers
Answer:
D
Step-by-step explanation:
The Triangle Sum theorem states the angles of all triangles will add up to 180.
70 + 50 + 70 = 190. Therefore, this cannot be a triangle.
I need a step by step to solving this problem 4|3x + 4 = 4x + 8
Answers
The solution to the equation given as 4(3x + 4) = 4x + 8 is x =-1
What are expressions?Expressions are mathematical statements that are represented by variables, coefficients and operators
How to determine the solution to the equation?The equation is given as
4(3x + 4) = 4x + 8
Open the bracket in the above equation
So, we have
12x + 16 = 4x + 8
Collect the like terms in the above equation
12x - 4x = 8 - 16
Evaluate the like terms in the above equation
8x = -8
Divide both sides by 8 in the above equation
x =-1
Hence, the solution to the equation given as 4(3x + 4) = 4x + 8 is x =-1
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(04.01 LC)
Simplify quantity x squared plus 5 x plus 6 end quantity over quantity x plus 2
x2 + 1
x2 − 1
x + 3
x − 3
Question 4(Multiple Choice Worth 5 points)
(04.03 MC)
What are the vertical asymptotes of the function f(x) = the quantity of 2x plus 8, all over x squared plus 5x plus 6?
x = −3 and x = −2
x = −3 and x = 2
x = 1 and x = −2
x = 1 and x = 2
Question 5(Multiple Choice Worth 5 points)
(04.02 LC)
Identify the restrictions on the domain of f(x) = quantity x minus 3 over quantity x plus 5.
x ≠ 5
x ≠ −5
x ≠ 3
x ≠ −3
Question 6(Multiple Choice Worth 5 points)
(04.02 LC)
What are the discontinuity and zero of the function f(x) = quantity x squared plus 6 x plus 8 end quantity over quantity x plus 4?
Discontinuity at (4, 6), zero at (−2, 0)
Discontinuity at (4, 6), zero at (2, 0)
Discontinuity at (−4, −2), zero at (−2, 0)
Discontinuity at (−4, −2), zero at (2, 0)
Question 7 (Essay Worth 10 points)
(04.02 MC)
Show all work to identify the asymptotes and zero of the function f of x equals 3 x over quantity x squared minus 9.
Add Audio Add Video
Question 8 (Essay Worth 10 points)
(04.04 MC)
The aquarium has 6 fewer yellow fish than green fish. 40 percent of the fish are yellow. How many green fish are in the aquarium? Show your work.
Answers
Answer:
Following are the solution to the given question:
Step-by-step explanation:
In question 1:
[tex]\to \frac{x^2+5x+6}{x+2}\\\\\to \frac{x^2+(3+2)x+6}{x+2}\\\\\to \frac{x^2+3x+2x+6}{x+2}\\\\\to \frac{x(x+3)+2(x+3)}{x+2}\\\\\to \frac{(x+3) (x+2)}{x+2}\\\\\to (x+3)[/tex]
In question 2:
[tex]\to \frac{2x+8}{x^2+5x+6}\\\\[/tex]
[tex]\to x^2+5x+6=0\\\\\to (x+3)(x+2)=0\\\\\to x+3 =0 \ \ \ \ \ \ x+2 =0\\\\\to x = -3 \ \ \ \ \ \ x=-2 \\\\[/tex]
In question 3:
[tex]\to f(x) = \frac{x-3}{x+5}\\\\\to f(x) \neq 0\\\\when\\\to x+5=0\\\\\to x=-4 \ excluded \ value \\\\\to x \neq 5[/tex]
In question 4:
[tex]\to f(x) = \frac{x^2+6x+8}{(x+4)}\\\\\to f(x) = \frac{x^2+(4+2)x+8}{(x+4)}[/tex]
[tex]\to f(x) = \frac{x^2+4x+2x+8}{(x+4)}\\\\\to f(x) = \frac{x(x+4)+2(x+4)}{(x+4)}\\\\\to f(x) = \frac{(x+4)(x+2)}{(x+4)}\\\\\to f(x) = x= -4 and -2[/tex]
In question 5:
[tex]\to f(x) =\frac{3x}{x^2-9} \\\\ \to f(x) =\frac{3x}{x^2-3^2} \\\\ \to f(x) =\frac{3x}{(x+3)(x-3)}[/tex]
In question 6:
total number of fish = x
yellow fish [tex]= \frac{40}{100}=0.4X[/tex]
green fish [tex]= \frac{60}{100}) =0.6X[/tex]
It is now the case that the yellow fish number is 6 less than the green fish number.
[tex]\therefore \\\\\to 0.6x-0.4x = 6 \\\\\to 0.2x = 6\\\\\to x= \frac{6}{0.2} \\\\\to x=30[/tex]
green fish [tex]= 0.6 \times 30=18[/tex]
An online furniture store sells chairs for $150 each and tables for $550 each. The
store must sell at least $8500 worth of chairs and tables each day. Write an inequality
that could represent the possible values for the number of tables sold, t, and the
number of chairs sold, c, that would satisfy the constraint.
Answers
Answer: 550t + 150c ≥ 8500
Step-by-step explanation: the store makes 550 for each table sold, so for t tables, the store will make 550t dollars. The store makes 150 for each chair sold, so for c chairs, the store will make 150c dollars. Therefore, the total revenue 550t + 150c must be greater than or equal to 8500
A math test has 12 multiplication problems and 24 division problems.
What is the ratio value of multiplication problems to division problems?
Type your answer as a fraction in simplest form.
Answers
Answer:
The answer would be 2/3
Step-by-step explanation:
There are 36 total problems and 24 division problems.
So take 24 over 36 and simplify and you get 2/3
PLEASE HELP ME THIS IS DUE SOON RJFVRPIVNOIEL
Answers
Answer:
you can calculate it like two rectangle volume
Help me with questions 7&8 plssssss
Answers
The slope for number 8 is m=-1/12
^starigjt line equation (SLE)^
how to find slope of line (m)
=y2 - y1/x2 - x1
7. there, (16,2) occupies the x1 (16) and y1 (2) positions.
and, (32,4) occupies the x2 (32) and y2 (4) positions.
ok, enter:
m = y2 - y1/ x2 - x1
=4 - 2 / 32 - 16
=2/16
= 1/88. there, (-2,17) occupies the x1 (-2) and y1 (17) positions.
and, (-1,5) occupies the x2 (-1) and y2 (5) positions.
ok, enter:
m= y2 - y1/ x2 - x1
=5 - 17/ -1 - (-2)
=5 - 17 / -1 + 2
= -12 / 1
= -12FINALLY FOUND, MODERATOR!!!Y = 9x^2 - 81
Solve by following quadratic function by utilizing the square root method
Answers
Hector's parents sent 24 text messages last month. This is 16% of the total recorded on the bill. How many total text messages did the family send last month?
Answers
Answer:
I cant answer, but I can help, divide 100 by 16, than multiply what you get from that with 24, it'll look like this:
(100÷16)x24=A
Graph the system of inequalities.
(x-y< or = to 1
(x+2y < 4
Answers
Answer:
[tex]y\ge \:-1+x,\:y<\frac{4-x}{2}\quad :\quad \begin{bmatrix}y\ge \:-1+x\\ y<\frac{4-x}{2}\end{bmatrix}\quad \mathrm{Unbounded}[/tex]
The graph is attached below.
Step-by-step explanation:
Given the system of inequalities.
[tex]\begin{bmatrix}x-y\le \:1\\ x+2y<4\end{bmatrix}[/tex]
Isolate y for [tex]x-y\le \:1[/tex]
[tex]x-y\le \:1[/tex]
subtract x from both sides
[tex]x-y-x\le \:1-x[/tex]
simplify
[tex]-y\le \:1-x[/tex]
Multiply both sides by -1 (reverse the inequality)
[tex]\left(-y\right)\left(-1\right)\ge \:1\cdot \left(-1\right)-x\left(-1\right)[/tex]
simplify
[tex]y\ge \:-1+x[/tex]
now solving
[tex]x+2y < 4[/tex]
isolate y for [tex]x+2y < 4[/tex]
[tex]x+2y < 4[/tex]
subtract x from both sides
[tex]x+2y-x<4-x[/tex]
simplify
[tex]2y<4-x[/tex]
Divide both sides by 2
[tex]\frac{2y}{2}<\frac{4}{2}-\frac{x}{2}[/tex]
Simplify
[tex]y<\frac{4-x}{2}[/tex]
Graphing Method:
1. Graph each inequality separately
2. Choose a test point to determine which side of the line needs to be shaded
3. The solution to the system will be the area where the shadings from each inequality overlap one another.
Thus,
[tex]y\ge \:-1+x,\:y<\frac{4-x}{2}\quad :\quad \begin{bmatrix}y\ge \:-1+x\\ y<\frac{4-x}{2}\end{bmatrix}\quad \mathrm{Unbounded}[/tex]
The graph is attached below.
For each ordered pair determine whether it is a solution to the system of equations 2x-7y=8 -3x+2y=5
Answers:
(-3,-2)
(4,0)
(5,4)
(-7,-8)
Answers
Answer:
The solution of this system of linear equations is [tex](x,y) = (-3,-2)[/tex].
Step-by-step explanation:
Let be the following system of linear equations:
[tex]2\cdot x - 7\cdot y = 8[/tex] (1)
[tex]-3\cdot x + 2\cdot y = 5[/tex] (2)
From (1) we clear [tex]y[/tex]:
[tex]2\cdot x -8 = 7\cdot y[/tex]
[tex]y = \frac{2\cdot x - 8}{7}[/tex]
And we apply this variable in (2):
[tex]-3\cdot x+2\cdot \left(\frac{2\cdot x -8}{7} \right)= 5[/tex]
[tex]-3\cdot x +\frac{4}{7} \cdot x -\frac{16}{7} = 5[/tex]
[tex]-\frac{17}{7}\cdot x = \frac{51}{7}[/tex]
[tex]x = -\frac{51}{17}[/tex]
[tex]x = -3[/tex]
And the value of [tex]y[/tex] is:
[tex]y = \frac{2\cdot (-3)-8}{7}[/tex]
[tex]y = -\frac{14}{7}[/tex]
[tex]y = -2[/tex]
The solution of this system of linear equations is [tex](x,y) = (-3,-2)[/tex].
Pleaseee helpppp meeee
Answers
Answer:
150
Step-by-step explanation:
The question is unclear. Do they want an angle that is under 180 (to your left) or over 180 (to your right)? I'm guessing that it is just under 180.
Each hour on a clock takes up 30 degrees. Each 5 minutes hand sweep out out 5/60 * 360 = 30 degrees as well. This angle looks like it is 5 minutes to seven if it was on a clock.
So the large angle from 12 oclock would sweep out 210 degrees and that would mean that the left angle would be 150. But the time is not quite 7 o,clock.
My guess would be 150. Remember, this is an estimate. You can't use a protractor on the question.
Victoria created the scatterplot below based on the data in the table for the ages and heights of some teachers in her school. Teacher Age vs. Height Teacher Age Height (in.) 1 36 62 2 28 70 3 50 60 4 44 72 5 58 68 6 24 65 A graph titled Teacher Age versus height has age on the x-axis and height (inches) on the y-axis. Points are at (22, 66), (28, 70), (35, 62), (42, 72), (60, 50) and (59, 69). She wants to see if a teacher’s height depends on his or her age. What did she do wrong when she created the scatterplot? She mixed up the independent and dependent variables. She labeled the x-axis of the scatterplot “Age” when she should have labeled it “Teacher.” She plotted the point (36, 62) when she shouldn’t have. She mixed up the x- and y-coordinates of the point representing teacher 3.
Answers
Answer:
a
Step-by-step explanation:
Answer:
A
Step-by-step explanation:
I took the test and got 100%.
stephanie and amanda each improved their yards by planting hostas and shrubs. they bought their supplies from the same store. stephanie spent $141 on 13 hostas and 10 shrubs. amanda spent $87 on 11 and 2 shrubs. what is the cost of one hosta and the cost of one shrub?
Answers
where are the answer choices
the following are the duration in minutes of a sample of long - distance phone calls made within the continental united states reported by one long - distance carrier.
Answers
The correct option is B) 5 minutes.
The width of each class /(class width) is 5 minutes.
What is termed as the class width/class interval?The term "class interval" refers to the numerical width of a class in such a frequency distribution.
Some key features regarding the class width/class interval are-
Data in a grouped frequency distribution is organized into classes. The class interval is defined as the difference between both the upper and lower class limits.There are two kinds of class intervals in statistics: exclusive & inclusive class intervals. A table of frequency distribution can be built using these.A class interval is utilized in a table of frequency distribution to systematically organize data from an experiment. A frequency distribution's classes are usually mutually exclusive. A grouped frequency distribution can be organized according to whether the class intervals are exclusive or inclusive.To know more about the class width/class interval, here
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The complete question is -
The following are the duration in minutes of a sample of long-distance phone calls made within the continental United States reported by one long-distance carrier.
RelativeTime (in Minutes)/
Frequency
0 but less than 5/0.37
5 but less than 10/0.22
10 but less than 15/0.15
15 but less than 20/0.10
20 but less than 25/0.07
25 but less than 30/0.07
30 or more/0.02
What is the width of each class?
A) 1 minute
B) 5 minutes
c) 2%
d) 100%
Find the perimeter of the
polygon if ZB = D.
A
5 cm
B
6 cm
D
7 cm
P = [?] cm
What is the perimeter?
Answers
hope that helps :)))
Answer: 48
Step-by-step explanation:
yes
PLEASE HELPPPP ASAPPP !! thank you in advance
Answers
Answer:
hakdog keep it up po11828282882827272++--yyyxxxxxx
A lady traveled 100 kilometers at a rate of 30 kilometers an hour. If she wants her return trip to be three-fourths of her initial trip, at what rate must she return?
Answers
Answer:
Step-by-step explanation:
100/30=3 1/3hrs to go
3 1/3*3/4=
10/3*3/4=30
30/12=2 1/5hrs return
100/2 1/2=
100/(5/2)=
100*2/5=200/5=40
100/2.5=40mph return
20. What is the slope-intercept form of the equation of the line with a slope of 1/4 and y-intercept at the origin?
Answers
Answer
The slope-intercept form of the equation of the line with a slope of 1/4 and y-intercept at the origin:
[tex]y=\frac{1}{4}x[/tex]
Step-by-step explanation:
Given
The slope = m = 1/4The y-intercept is (0, 0)We know that the slope-intercept form of the line equation is
[tex]y=mx+b[/tex]
where m is the slope and b is the y-intercept.
substituting the values m=1/4 and the y-intercept b=0 to determine the equation in slope-intercept form
[tex]y=mx+b[/tex]
[tex]y=\frac{1}{4}x+0[/tex]
[tex]y=\frac{1}{4}x[/tex]
Thus, the slope-intercept form of the equation of the line with a slope of 1/4 and y-intercept at the origin:
[tex]y=\frac{1}{4}x[/tex]
What is the yyy-intercept of y=5x-1y=5x−1y, equals, 5, x, minus, 1?
Choose 1 answer:
Choose 1 answer:
(Choice A)
A
(-1,0)(−1,0)left parenthesis, minus, 1, comma, 0, right parenthesis
(Choice B)
B
(0,-1)(0,−1)left parenthesis, 0, comma, minus, 1, right parenthesis
(Choice C)
C
(5,0)(5,0)left parenthesis, 5, comma, 0, right parenthesis
(Choice D)
D
(0,5)(0,5)
Answers
Answer:
B.(0,-1)
Step-by-step explanation:
Answer:
B.(0,-1)
Step-by-step explanation:
i just got it right
Choosing an Inequality Last week, Jason ran 26.1 miles. He wants to run further this week. He plans to run 2.4 miles to the park, four times around the park, and 2.4 miles back from the park. To represent that inequality, he wrote: 2.4 + 4p + 2.4 26.1 Which inequality symbol should he use? Why?
Answers
Answer:
> or ≥
Step-by-step explanation:
Distance ran last week = 26.1 miles
Since he wants to further on the total miles covered last week, then what is required is that total miles covered this week is greater than the total distance covered last week.
2.4 miles to the park ; 4 times around the park and 2.4 miles back from the park :
His coverage this week is should be represented by the Inequality :
2.4 + 4p + 2.4 > 26.1 ; which denotes that total coverage this week (2.4 + 4p + 2.4) is greater or more than last week's coverage of 26.1 miles
Answer:
He should use the greater than symbol, >. He would not beat his distance if he only ran 26.1 miles, so the greater than or equal to symbol would not be correct.
Step-by-step explanation:
that's the sample response on edge
how do i make m the subject of this formula.
y=3mt-a^2m
Answers
Help please!!!!!!!!!!!!!!!!!!
Answers
Answer:
trapezoid
Step-by-step explanation:
Leon says that when any number between 1 and 9 is multiplied by 0 , the product always has a 0 or 5 in the ones place. Is this reasonable? explain
Answers
Answer:
No
Step-by-step explanation:
Any number multiplied by 0 is 0
4 × 0 = 0 , n × 0 = 0