∠1 and ∠2 are vertical angles. If m∠1 = (5x + 12)° and m∠2 = (6x - 11)°. Find m∠1.

Answer:

your answer for 11/4+11/2 would be 8.25

Step-by-step explanation:

Answer:

1 1/4 + 1 1/2 = 2 3/4

Step-by-step explanation:

first do 1/4 plus 1/2 to solve that you need the same denominator. To get the same denominator you have to see which number they both go into equally, 4 goes into 4 once and 2 goes into 4 twice, meaning you can make both denominators 4. 2 * 2 = 4 and if you do something to the denominator you have to do it to the numerator, so 1/2 would become 2/4. 1/4 plus 2/4 is 3/4. now move onto the whole numbers 1+1=2. so, the answer must be

2 3/4. hope this helps

Answer:

Step-by-step explanation:

The question is incomplete. Here is the complete answer.

A given line has the equation 2x + 12y = −1.

What is the equation, in slope-intercept form, of the line that is perpendicular to the given line and passes through the point (0, 9)?

General formula of equation of a line is exspressed as y = mx+c

m = gradient or slope  

c = intercept

Step 1: we need to first get the slope of the given equation of a line by rewriting the equation in standard form y = mx+c

2x + 12y = −1

12y = -1-2x

y = -1/12-2x/12

y = -1/6 x - 1/12

From the equation above, it can be seen that the slope (m) of tghe line is -1/6.

Since both lines are perpendicular, the slope of the unknown line will be;

M = -1/m

M = -1/(-1/6)

M = 6

Step 2: We will find the intercept c by substituting the point (0,9) and the slope into the equation y = mx+c

9 = 6(0)+ c

c = 9

Stwp 3: We will find the equation of the line perpendicular to the given line by substituting the value of m and c into the equation y = mx+c

y = 6x+9

y-6x = 9

The equation in slope-intercept form, of the line that is perpendicular to the given line and passes through the point (0, 9) is y-6x = 9

Answer:

y-6x=9

Step-by-step explanation:

The required point is located two units to the right of points (2, 5), and on the same horizontal line is (4, 5).

Coordinate, is represented as the values on the x-axis and y-axis of the graph. while the coordinate x is called abscissa and the coordinate of the y is called ordinate.

Here,
If we want to locate a point that is two units to the right of point (2, 5) on the same horizontal line, then the y-coordinate of the new point should be the same as the y-coordinate of (2, 5), which is 5.

To find the x-coordinate of the new point, we can add 2 units to the x-coordinate of (2, 5), which gives:

2 + 2 = 4

Therefore, the coordinates of the new point are (4, 5).

So the answer is (4, 5).

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Answer:

the answer is 3

Step-by-step explanation:

3=4

Farmer has 5 types of animals in his farm, including cows, goats, horses, sheep, and dogs. He has a database that indicates the number of animals in each category. This can be done using a Python dictionary.

Let us consider the Python code to determine the number of animals in each category.```
animal_dict = {"Cow": 10, "Goat": 20, "Horse": 8, "Sheep": 25, "Dog": 15}
print("Number of Cows in the Farm:", animal_dict["Cow"])
print("Number of Goats in the Farm:", animal_dict["Goat"])
print("Number of Horses in the Farm:", animal_dict["Horse"])
print("Number of Sheeps in the Farm:", animal_dict["Sheep"])
print("Number of Dogs in the Farm:", animal_dict["Dog"])```

In the code, `animal_dict` is the dictionary that contains the number of animals in each category. The `print` statement is used to display the number of animals in each category. The output for the above code will be:```
Number of Cows in the Farm: 10
Number of Goats in the Farm: 20
Number of Horses in the Farm: 8
Number of Sheeps in the Farm: 25
Number of Dogs in the Farm: 15```

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Answer:

B

Step-by-step explanation:

It's B because Holly has a negative account balance and Emily has a positive account balance. Therefore Holly's account balance is less than Emily's account balance.

If you have any questions just reply back :)

Answer:

Step-by-step explanation:

Because changing from centimeters to meters does not affect the value of the correlation, the correlation will remain 0.964.

The effect does have on the correlation of the two variables should be that it remain the same i.e. 0.964.

Since there is the changing from centimeters to meters so this does not impact the correlation value due to which it remain the constant i.e. 0.964.

Also, the correlation coefficient should be unit -less and the value should always ranged between -1 to 1.

Therefore, it remains the constant.

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Answer:

D

Step-by-step explanation:

f(x)=(3/5)x-10

f(5)=(3/5)(5)-10=

3-10=

-7

Hope this helps!

Answer:

6(x)

Step-by-step explanation:

Answer:

6x

Step-by-step explanation:

x represents a number, it is also called a variable.

If there is 2 of x, it would be represented like this: 2x

If there is 1 of x, it would be represented like this: x

The statement "System analysts define an object's attributes during the systems design process" is true because  defining object attributes is an essential part of the systems design process to ensure that the system meets the desired functional requirements.

In systems design, objects are used to represent real-world entities that are relevant to the system being developed. These objects have attributes that describe their characteristics or properties, which are used to identify and manipulate them within the system. System analysts define these attributes during the systems design process to ensure that the system meets the desired functional requirements.

For example, in a library system, a book object may have attributes such as title, author, publisher, and ISBN. Defining these attributes helps ensure that the system can properly manage and retrieve books as needed. Object-oriented design is a popular approach to systems design that relies heavily on defining objects and their attributes.

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Answer:

i have no clue XD

Step-by-step explanation:

Answer:

x = 6

Step-by-step explanation:

solve the equation for x

1/3(12x-24)=18

distribute

(1/3)(12x) - (1/3)(24) = 18

4x - 8 = 18

add 8 to both sides

4x = 24

divide each side by 4

x = 6

hope this helps!

Answer:

6

Step-by-step explanation:

Navigation and shipbuilding innovations. The most notable Viking accomplishment may have been the development of cutting-edge shipbuilding techniques that allowed them to travel farther than any people before them.

In addition to being literate, politically astute, and skilled farmers, the Vikings were also a people that traveled far and wide on boats, something they could only have done with their understanding of the stars and planets and mathematics.

Their creation of the "longboat," which was a long boat that could carry up to 60 Vikings and quickly take off and land from shore, is perhaps their most renowned achievement.

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Answer:

8(4+4) =7 38+38

=86

Step-by-step explanation:

X = 50

plz mark my answer as brainlist plzzzz if you find it useful.

Answer:

500

Step-by-step explanation:

Answer:

60, plz mark me brainliest

Step-by-step explanation:

7x - 2y = -4 (1)

-x - y = 7 (2)

To use the substitution method we will find y in the second equation

-x - y = 7 .......... add x to both sides

-x + x - y = 7 + x

-y = 7 + x ......... (3)

Substitute (3) in (1)

7x + 2(7 + x) = -4

7x + 2(7) + 2(x) = -4

7x + 14 + 2x = -4

Add the like terms

(7x + 2x) + 14 = - 4

9x + 14 = -4

Subtract 14 from both sides

9x + 14 - 14 = -4 - 14

9x

The relation for x and y is \($x = \frac{u \pm \sqrt{u^2 + 8v}}{4}$\) and the Jacobian is \($J(u,v) = \sqrt{u^2 + v}$\).

Given the equations:

\(\[u = 2x - y \quad \text{and} \quad v = xy\]\)

Let's find x in terms of u and v using the given equations.

Substituting v in terms of x from the second equation into the first equation, we get:

\(\[u = 2x - y \quad \Rightarrow \quad y = \frac{v}{x}\]\)

Substituting y in terms of \($\frac{v}{x}$\) in the first equation, we get:

\(\[u = 2x - \frac{v}{x}\]\)

Simplifying this equation, we have:

\(\[u = \frac{2x^2 - v}{x}\]\)

Multiplying both sides by x and rearranging, we get:

\(\[ux = 2x^2 - v\]\)

Bringing all terms to one side, we have:

\(\[2x^2 - ux - v = 0\]\)

Now, we can solve this quadratic equation for x using the quadratic formula:

\(\[x = \frac{-(-u) \pm \sqrt{(-u)^2 - 4(2)(-v)}}{2(2)}\]\)

Simplifying further, we get:

\(\[x = \frac{u \pm \sqrt{u^2 + 8v}}{4}\]\)

Therefore, \(\[x = \frac{u \pm \sqrt{u^2 + 8v}}{4}\]\)

Now, let's find the Jacobian J(u,v).

We have:

\(\[x_u = 1 + \frac{u}{\sqrt{u^2 + v}} \quad \text{and} \quad x_v = 1\]\)

\[

\(y_u = -\frac{1}{\sqrt{u^2 + v}} \quad \text{and} \quad y_v = x\]\)

Taking these values and calculating, we get:

\(\[J(u,v) = x_u \cdot y_v - y_u \cdot x_v = \left(1 + \frac{u}{\sqrt{u^2 + v}}\right) \cdot x - \left(-\frac{1}{\sqrt{u^2 + v}}\right) \cdot 1 = \sqrt{u^2 + v}\]\)

Hence,  \($x = \frac{u \pm \sqrt{u^2 + 8v}}{4}$\), and the Jacobian is \($J(u,v) = \sqrt{u^2 + v}$\).

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The number of different sets of officers possible is 1716 sets.

The number of sets of officers possible is the number of ways people can be chosen for the given posts.

Since there are 13 people available for the post of president,

The choice can be made in

13 ways.

For the post of the Vice-President, there are 12 likely candidates. Hence, the choice can be made in

12 ways

Similarly for the post of treasurer, there are 11 likely candidates available. Hence, the choice can be made in 11 different ways.

Hence, the total number of sets of officers possible are

13 X 12 X 11

= 1716 sets.

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Answer:

x=14

Step-by-step explanation:

Answer: x=14

Step-by-step explanation:

Answer:

percent * base = amount

.83 * 500 = amount

amount = 415

Step-by-step explanation:

Find the equation of the line through point (-2,-2) and parallel to 3+4=12.

\(( - 2 \: - 2)\)

Factor out the negative sign

\( - ( 2 + 2)\)

Calculate

\( - 4\)

\(3 + 4 = 12\)

Calculate

\(7 = 12\)

Check the equality

\(false\)

Answer:

r = 3.242 cm

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Geometry

Step-by-step explanation:

Step 1: Define

A = 33.02 cm²

Step 2: Solve for r

We know that,

\( \large \underline{\boxed{\sf{Area \: of \: circle = \pi r^{2}}}}\)

\( \sf : \implies 33.02 = \pi r^{2}\)

\( \sf : \implies \dfrac{3302}{100} = \dfrac{22}{7} \times r^{2}\)

\( \sf : \implies \dfrac{\cancel{3302}^{1651}}{100} \times \dfrac{7}{\cancel{22}_{11}} = r^{2}\)

\( \sf : \implies \dfrac{1651 \times 7}{100 \times 11} = r^{2}\)

\( \sf : \implies \dfrac{11557}{1100} = r^{2}\)

\( \sf : \implies \sqrt{\dfrac{11557}{1100}} = r\)

\( \sf : \implies 3.24135213 = r\)

\( \large \underline{\boxed{\sf{ r = 3.242 \: (approx.)}}}\)

Therefore, radius = 3.242 (approx.)

yes. yes.

yes, yes,

yes, yes,

Answer:

c

Step-by-step explanation:

btw this is Aiden W from class

Santiago needs a total of 9 teaspoons of baking soda if she makes 12 dozen cookies for a bake sale.

Arithmetic operations can also be specified by the subtract, divide, and multiply built-in functions.

Operators which let do a basic mathematical calculation

+ Addition operation: Adds values on either side of the operator.

For example 4 + 2 = 6

- Subtraction operation: Subtracts the right-hand operand from the left-hand operand.

for example 4 -2 = 2

* Multiplication operation: Multiplies values on either side of the operator

For example 4*2 = 8

/ Division operation: Divides left-hand operand by right-hand operand

For example 4/2 = 2

Given that Santiago makes 12 dozen cookies for a bake sale.

He needs 3/4 teaspoons of baking soda for each dozen.

For each dozen, he needs 3/4 teaspoons of baking soda.

So the total teaspoons of baking soda will Santiago need :

⇒ 12*(3/4)

⇒ 3*(3)

⇒ 9

Hence, Santiago needs a total of 9 teaspoons of baking soda.

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The numbers that cannot be probabilities are: square root of 2, -53, 5/3, and 1.31.

Probability is a measure of the likelihood of a particular event occurring in a random experiment. It is a value between 0 and 1, with 0 indicating that an event is impossible, and 1 indicating that an event is certain to occur.

In statistics, probability is used to make predictions or draw inferences about a population based on a sample of data. For example, if we were to flip a coin, the probability of getting heads is 0.5, or 50%. In general probability can be defined as the ratio of the number of favorable outcomes to the total number of possible outcomes, which is the mathematical framework behind the random experiments.

From the set of numbers, 0, 0.08, and 3/5 are all possible values of probability.

Therefore, square root of 2, -53, 5/3, and 1.31 cannot be probabilities.

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