2. Draw a four-sided irregular quadrilateral 3. Click the protractor tool 4. Measure the four angles to the nearest tenths of a degree. 5. On the right, draw (approximately) your quadrilateral from mathspad and label the angles 1, 2, 3, and 4 6. Write your angle measures again, below. "#1: #2: #3: #4:
Answers
An irregular polygon is one in which the measure of the length of the sides are not equal
A quadilateral is a polygon with 4 sides
We will need to draw a 4-sided polygon with different side lengths
The protractor will measure the angles of each of the sides
We measure these angles and record them
Mathematically, these angles should add up to 360, if properly measured
Related Questions
Match each multiplication expression on the left with the best estimate of its product on the right. (80)(30) = 2,400 29.3 x 5.9 81.4 x 32.1 32.9 x 4.81 46.7 x 31.7 59.3 x 3.57 (30)(6) = 180 (30)(5) = 150 (60)(4) = 240 (50)(30) = 1,500 Done
Answers
Here is the final matching of multiplication expressions with their estimated products:
(80)(30) = 2,400
(30)(6) = 180
(30)(5) = 150
(60)(4) = 240
(50)(30) = 1,500
29.3 x 5.9 ≈ 173
81.4 x 32.1 ≈ 2,618
32.9 x 4.81 ≈ 158
46.7 x 31.7 ≈ 1,479
59.3 x 3.57 ≈ 212
Match each multiplication expression on the left with the best estimate of its product on the right:
(80)(30) = 2,400
(30)(6) = 180
(30)(5) = 150
(60)(4) = 240
(50)(30) = 1,500
29.3 x 5.9
81.4 x 32.1
32.9 x 4.81
46.7 x 31.7
59.3 x 3.57
Matching the expressions with their estimated products:
(80)(30) = 2,400
(30)(6) = 180
(30)(5) = 150
(60)(4) = 240
(50)(30) = 1,500
Estimates for the remaining expressions:
29.3 x 5.9 ≈ 173.27
81.4 x 32.1 ≈ 2,612.94
32.9 x 4.81 ≈ 158.05
46.7 x 31.7 ≈ 1,480.39
59.3 x 3.57 ≈ 211.46
Matching the expressions with their estimated products:
(80)(30) = 2,400
(30)(6) = 180
(30)(5) = 150
(60)(4) = 240
(50)(30) = 1,500
29.3 x 5.9 ≈ 173.27
81.4 x 32.1 ≈ 2,612.94
32.9 x 4.81 ≈ 158.05
46.7 x 31.7 ≈ 1,480.39
59.3 x 3.57 ≈ 211.46
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PLEASE HELP IN THE NEXT 15 MINUTES!!!!!!!!!!
The Cross Bayou Bridge in Shreveport, Louisiana has trusses that form triangles. The exterior angle of one triangle has a measure of (5 - 3)°. If the two nonadiacent interior angles of the triangle are 43° and (3x)°, what is the value of the exterior angle, in degrees?
Answers
The exterior angle of the triangle is 62°.
What is triangle?
A triangle is a form of polygon with three sides; the intersection of the two longest sides is known as the triangle's vertex. There is an angle created between two sides. One of the crucial elements of geometry is this.
Certain fundamental ideas, including the Pythagorean theorem and trigonometry, rely on the characteristics of triangles. The angles and sides of a triangle determine its kind.
Let us take the triangle as ABC.
Here \(m\angle C\)= 180-(5x-3)° [Because straight line angle is 180°].
We know that sum of all angles in triangle is add upto 180° Then,
=> \(m\angle A+m\angle B+m\angle C\)=180
=> 43°+3x°+180-5x+3=180°
=> -2x=180-180-43-3
=> -2x=-46
=> x=13°
Now exterior angle ,
=> 5x-3
=> 5*13-3
=> 65-3
=> 62°
Hence the exterior angle of the triangle is 62°.
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There are six professors teaching the introductory discrete mathematics class at a university. The same final exam is given by all six professors. If the lowest possible score on the final is 0 and the highest possible score is 100, how many students must there be to guarantee that there are two students with the same professor who earned the same final examination score
Answers
Answer:
607 students
Step-by-step explanation:
To solve this question means we have to use Pigenhole principle which states that if y number of items are put into z number of containers, with y > z, then it means that that at least one container must definitely contain more than one item.
Now, let's find the number of boxes and objects:
If possible scores are from 0 to 100 with both inclusive it means number of possible scores = 101.
Now, If there was only one professor grading the students, in order to ensure that that there are two students with the same professor who earned the same final examination score,
The number of students would have to be = 101 + 1 = 102 students
Meanwhile, for each student, since there are 6 professors, the possible combination for a score will be = 6 possible combinations.
Therefore, number of students that will guarantee that there are two students with the same professor who earned the same final examination score must be a minimum of: (6 × 101) + 1 = 607
Find x in the diagram below
Answers
The value of the angle x is 30 degrees
How to determine the valueTo determine the value of the variable x, we need to know the triangle sum theorem.
The triangle sum theorem is a theorem in mathematics stating that the sum total of the interior angles in a triangle is equivalent to 180 degrees.
We should also note that angle at right angle is 90 degrees
Then, we have the angles written as;
90 degrees
2x degrees
x degrees
Equate the angles , we have;
2x + x + 90 = 180
collect the like terms, we have;
2x + x = 180 - 90
add or subtract the like terms, we have;
3x = 90
divide by the coefficient
x = 30
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What’s the correct answer for this?
Answers
Answer:
A
Step-by-step explanation:
Cosine X= adjacent /hypotenuse
where adjacent=5 and hyp=13
Cos X=5/13
exponential function passes through (1,10) and (4,80)
Answers
Answer: f(x)=2^x+5
Step-by-step explanation:
math
the probability that a student selected in our class will pass mathematics test is 2/3 how many students are likely to feel mathematics in the art class with 69 students
Answers
Out of 69 students in the art class, around 23 are expected to fail the mathematics test, assuming the probability of passing given is 2/3.
To determine how many students are likely to fail mathematics in the art class, we need to use the given probability of passing the mathematics test, which is 2/3.
First, let's find the probability of failing the mathematics test. Since passing and failing are complementary events (i.e., if the probability of passing is p, then the probability of failing is 1 - p), we can calculate the probability of failing as 1 - 2/3, which simplifies to 1/3.
Now, let's consider the art class, which has a total of 69 students. If the probability of failing mathematics is 1/3, then approximately 1/3 of the students in the art class are likely to fail the mathematics test.
To find the number of students likely to fail, we multiply the probability of failing (1/3) by the total number of students in the art class (69).
(1/3) * 69 ≈ 23
Therefore, approximately 23 students are likely to fail mathematics in the art class of 69 students based on the given probability of passing the mathematics test.
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omplete the paragraph proof.
Given: and are right angles
Line segment A B is-congruent-to line segment B C Line segment B C is-congruent-to line segment A C
Prove: Line A R bisects Angle B A C
Triangles A B R and R C A share side R A. A line is drawn from point B to point C and intersects side A R at point P.
It is given that and are right angles, and . Since they contain right angles, ΔABR and ΔACR are right triangles. The right triangles share hypotenuse , and reflexive property justifies that . Since and , the transitive property justifies . Now, the hypotenuse and leg of right ΔABR is congruent to the hypotenuse and the leg of right ΔACR, so by the HL congruence postulate. Therefore, ________ by CPCTC, and bisects by the definition of bisector.
Answers
The BR is the perpendicular bisector of AC by CPCTC (corresponding parts of congruent triangles are congruent).
Based on the given information that angles ABR and ACR are right angles, and AB = AC, we can conclude that triangles ABR and ACR are right triangles.
Using the shared hypotenuse AR and the reflexive property, we can determine that side AB is congruent to side AC.
With this information, the transitive property allows us to conclude that angle BAR is congruent to angle CAR. Next, using the HL congruence postulate, we can prove that triangle ABR is congruent to triangle ACR.
This means that side BR is congruent to side CR, and angle BAC is bisected by line segment BR by the definition of bisector.
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Find the value of x.7x49%83°33°76xx=
Answers
it is 4.5 miles from moulton to filby via Burnham and denton how far is it between denton and filby
Answers
Answer: I think that the answer is 3/4 miles
Step-by-step explanation:
Determine if the pairs of expressions below are always equivalent. Prove your answer
A. 4n + 12 and 4 (n +3)
B. m + m 3m and 3m + 2
C. 4x + 8y and 4 (x + 8y)
D. 3 (2t + 2 ) and ( t + 1 ) x 6
E. p + p and p + 7
Answers
The flea hopped right five units three times and then left two units five times what it is total change as an integer
Answers
Answer:
25
Step-by-step explanation:
five x three is 15 and 2 times 5 is 10 add them together to get the total change.
What is the answer to this?
$8.72 - $4.90
$8.72 - ___________ = $3.72
____________ + $0.10= _______
Answers
8.27-5=3.72
8.72+0.10=3.82
The pyramid and prism above have the same triangular base and height. The volume of the pyramid is 18 cubic inches. What is the volume of the prism?
A. 36 cubic inches
B. 72 cubic inches
C. 6 cubic inches
D. 54 cubic inches
Answers
Since the volume of the pyramid is 18 cubic inches, then the volume of the prism is 3 times that amount which is 54 cubic inches 2.
Therefore, the answer is D. 54 cubic inches.
Use the quadratic formula to find the exact solutions of 3x2 − 6x + 2 = 0.
a. negative 1 plus or minus the square root of 3 divided by 3
b. 1 plus or minus the square root of 3 divided by 3
c. negative 1 plus or minus the square root of 15 divided by 3
d. 1 plus or minus the square root of 15 divided by 3
Answers
The exact solutions of the qudratic equation 3x^2 - 6x + 2 = 0 are:
a. negative 1 plus or minus the square root of 3 divided by
3 (x = (-1 ± √3) / 3) .So, option a is the correct answer.
To find the solutions of the quadratic equation 3x^2 - 6x + 2 = 0, we can use the quadratic formula, which states that for an equation of the form ax^2 + bx + c = 0, the solutions are given by:
x = (-b ± √(b^2 - 4ac)) / (2a)
In this case, a = 3, b = -6, and c = 2. Substituting these values into the formula, we have:
x = (-(-6) ± √((-6)^2 - 4(3)(2))) / (2(3))
x = (6 ± √(36 - 24)) / 6
x = (6 ± √12) / 6
x = (6 ± 2√3) / 6
x = (3 ± √3) / 3
Therefore, the exact solutions of the equation 3x^2 - 6x + 2 = 0 are:
a. negative 1 plus or minus the square root of 3 divided by 3 (x = (-1 ± √3) / 3)
So, option a is the correct answer.
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The city acquired more land next to the subdivision. If it decides to make each park 15.3 acres, how many additional acres would the parks occupy?
Answers
The additional acres that the parks occupy will be 33.75 acres.
How to calculate the word problem?A word problem in mathematics simply refers to a question that is written as a sentence or in some cases more than one sentence which requires an individual to use his or her mathematics knowledge to solve the real life scenario given.
In this case, the additional acres that the parks occupy will be:
= (12.5 × 3) - 3.75
= 33.75 acres.
Note that the information is incomplete and the complete information is given below.
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A city is building 3 parks in a new subdivision. Each park will be 1.25 acres. How many total acres will the 3 parks be? 3.75 acres
The city acquired more land next to the subdivision. If it decides to make each park 12.5 acres, how many additional acres would the parks occupy?
JKL is a straight line.
JK = KL = KM.
Angle KLM = 58°
Work out the size of the angle marked x.
Give a reason for each stage of your working.
КІ
Х
M
I
580
L
Total marks: 4
Matha Watch Lid
Terms
Answers
Answer:
x = 32°
Step-by-step explanation:
∆KLM is an isosceles triangle because it has two equal sides, KL & KM. Therefore, the angles opposite to each of the two equal sides, which are referred to as the base angles are congruent to each other.
m<KML = m<KLM = 58°
m<MKL = 180 - (58 + 58) (Sum of triangle)
m<MKL = 64°
m<JKM = 180 - m<MKL (linear pair theorem)
m<JKM = 180 - 64 (Substitution)
m<JKM = 116°
∆JKM is also an isosceles triangle with two equal sides. Therefore, it's based angles (x & <J) would also be equal to each other.
Thus:
x = ½(180 - m<JKM)
x = ½(180 - 116) (Substitution)
x = 32°
Question 3: Mathematical proficiency and the construction of mathematics ideas. To answer this question, you need to understand paragraphs 2.12 and 2.13 in your study guide: Key to note the following concepts: constructivism and behaviourism. inductive and deductive thinking or reasoning. instrumental and relational understanding conceptual and procedural knowledge; and ● elements of mathematics proficiency. . e . (10 marks) ● 3.1 Create an activity where procedural and conceptual understanding co-exists. Revisit your content areas and choose a problem to solve and demonstrate how procedural and conceptual knowledge can be linked to the teaching and learning process. (6) 3.2 Provide an example to explain the difference between conceptual knowledge and procedural knowledge.
Answers
Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.
3.1 Activity: Procedural and Conceptual Understanding in Action
Content Area: Fractions
Problem: Comparing Fractions
Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.
Activity Steps:
Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).
Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.
After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:
What does it mean for one fraction to be greater than or less than another?
Can you explain why we need a common denominator when comparing fractions?
How can you visually represent and compare fractions to better understand their relative sizes?
Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.
Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.
Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.
Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.
By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.
3.2 Example: Conceptual Knowledge vs. Procedural Knowledge
Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.
Example: Division of Fractions
Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.
Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.
In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.
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A moving company wants to buy a new type of truck and needs to know the volume of the storage compartment before they can decide if they should purchase the truck. What is the volume of the storage compartment?
Answers
Step-by-step explanation:
I think you should compare whatever you can do to your truck and pull
A square plywood platform has a perimeter which is 11 times the length of a side,
decreased by 42. Find the length of a side. (P = 4L
Answers
Answer:
Step-by-step explanation:
11L - 42 = 4L
7L = 42
L = 6
WRITING EXAMPLE: EMAIL Compare both texts. Which one do you think is better written? 1. Hi Usma. I like blue colour. Because blue is the best color please when can you come and painting my room. If u coming tomorrow reply me back, dont worry about mony. I whant tell you my room. My room is white colour and I have one shair. Tell me about you rom. Maria 2. My favourite colour is pink, but for my bedroom I prefer white because it's the best colour for my room. My bedroom is big. It is white. There are 2 beds. There is one desk. There are 2 windos. There is one armchair. Bye, Maria
Answers
Answer:
Second one
Step-by-step explanation:
the 27 students in the orchestra stood in rows for their school picture. there were 9 students in every row. how many rows of students were there?
Answers
Answer:
3 Rows
Explanation:
Total number of students in the orchestra = 27
Number of Students per row =9
Therefore, the number of rows of students present
= 27/9
= 3 Rows.
Which statement about the zeros of the graphed function is true?
A polynomial function passes through (0.8, 4), (2, minus 4), (4.6, 0.5), (6, 0), and (7.5, 8) also intercepts the x-axis at 1, 4 and 6 units.
A.
The function has three distinct real zeros.
B.
The function has two distinct real zeros and two complex zeros.
C.
The function has four distinct real zeros.
D.
The function has one distinct real zero and two complex zeros.
Answers
The function has three distinct real zeros.
The correct answer is A.
To determine the statement about the zeros of the graphed function, let's analyze the given information.
We have the following points on the graph:
(0.8, 4), (2, -4), (4.6, 0.5), (6, 0), and (7.5, 8)
Additionally, the function intercepts the x-axis at 1, 4, and 6 units.
To find the zeros of the function, we need to identify the x-values where the function intersects the x-axis.
From the given information, we know that the function intersects the x-axis at 1, 4, and 6 units.
These three x-values correspond to three distinct real zeros of the function.
The correct statement about the zeros of the graphed function is:
The function has three distinct real zeros.
The correct answer is A.
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Anthony has sold 1 1/5 of a box full of Boy Scout cookies for his troop. His sister Anna has sold 9/10 of a box full of Girl Scout cookies. Who has sold more cookies?
Answers
Answer:you can find out
Step-by-step explanation:
Turn 1 1/5 into a mixed number and then draw both fractions as circle or pi charts and fill in the amount of spaces to equal the fraction.
Its 1 1/5 :)
Identify the vertex of the graph. Tell whether it is a minimum or a maximum.
What is the vertex of the graph?
(Type an ordered pair.)
Is it Maximum or Minimum?
Answers
Answer:The vertex in the graph is (-2,1) and It has a maximum value of 1 ,occurs at x=-2
Step-by-step explanation:
To find the vertex of a quadratic equation you gotta find the find middle point of the equation it could be lowest or his point in the quadratic equation
In this graph the vertex is the highest point in this graph (-2,1)
The quadratic equation is a maximum because the vertex is the highest point in the graph and if the vertex point was the lowest point it would been minimum.
Line f has a slope of -9/7. Line g is perpemdicular to f. What is thr slope of line g
Answers
Lara grows apples in her orchard and sells them at the weekly farmer's market. Each week, she sells the apples for a different price and records the number of apples sold. The scatter plict below
shows the price of one apple and the number of apples that were sold. A line of best fit for these data points, the equation y=-z+32, is also shown on the plot
Apples Number of Apples Sold
Answers
the equation, ^2/16 − ^2/4 = 1, the vertices of the hyperbola are located at points a. (±16,0)b. (±4,2) c. (±4,0)d. (±2,0)e.(±2√5, 0)
Answers
The hyperbola is given by the equation
\(\frac{x^2}{16}-\frac{y^2}{4}=1\)Notice that this is a hyperbola centered in the origin. Furthermore, as the x^2 is positive and the y^2 is negative, we can know that the graph opens to the right and the left; therefore, we expect the lines that cross the vertices of the hyperbola to be in a line of the form:
\(x=k;k\text{ a constant}\)To sum up, given the characteristics of the equation, the hyperbola looks like this:
We need to find the value of the blue lines. For this, set y=0 and solve the equation as follows:
\(\begin{gathered} y=0 \\ \Rightarrow\frac{x^2}{16}=1 \\ \Rightarrow x^2=16 \\ \Rightarrow x=\pm4 \end{gathered}\)Therefore, the vertices are (4,0) and (-4,0). Option C is the answer
Last season two running backs on the Steelers football team rushed a combined total of 1550 yards. One rushed 4 times as many yards as the other. Let x and y represent the number of yards each individual player rushed. Which system of equations could be used?
a. x+y=1550
y=4x
b. y-x=1550
y=4x
c. x=y=1550
y=x+4
d. y=1550+x
y=x+4
Answers
Answer: A
Step-by-step explanation:
X+y=1550
Y=4x
The system of equations used are:
x + y = 1550
y = 4x
Option A is the correct answer.
What is an equation?An equation is a mathematical statement that is made up of two expressions connected by an equal sign.
Example:
2x + 3 = 5 is an equation.
We have,
Number of yards by x = x
Number of yards by y = 4x
Total yards = 1550
Now,
Two equations are:
x + y = 1550
y = 4x
Thus,
The system of equations are:
x + y = 1550
y = 4x
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can someone plz help me witt this??
Answers
Answer:
23
Step-by-step explanation:
sythenic division hard asab