If a rectangle is inscribed in a circle, each diagonal also serves another function. What is this function?

Answer:

You can pick any inverse what is F?

Step-by-step explanation:

Answer:

(X-1) divided into 2   (x-1)/2

Step-by-step explanation:

f(x) is the same as y

switch places y and x

x = 2y+1

Solve for y

y= (x-1)/2

Answer:

-3/4 ÷ -2/8 = 3

the answer is 3

Answer:

3

Step-by-step explanation:

3/4 / 2/8

Keep change flip

3/4 x 8/2

Multiply the numerators and denominators

24/8

Simplify

24/8=3

Answer: Vaughn collected 72 pieces of litter.

Step-by-step explanation: The equation is correct. You get that by going backwards through the information in the story.

Vaughn's number is x.

Piper is 1/4 x

Sara is Piper +12 So (1/4 x)+12

Dom is Sara -15. So (1/4 x) -3

Add all Piper, Sara & Dom on one side of the equation.

The other side is the Vaughn's amount minus 9 because it says he picked up 9 more than the others combined. So x-9 equals the amount of the other three combined.

The three 1/4 x add to 3/4 x

Skipping to the solution:

x - 3/4 = 12 -3 +9

1/4 x = 18 Multiply both sides by 4

x = 72

1/4 x is 18, Piper's number.

Use that to calculate the Sara and Dominique.

Here is an example of how to draw an isosceles trapezoid:

   _______

 /                 \

/_________\

In this trapezoid, the two parallel sides (the top and bottom sides) are of equal length, and the two non-parallel sides (the left and right sides) are also of equal length. The angles between the top and left sides and between the top and right sides are equal, as are the angles between the bottom and left sides and between the bottom and right sides.

An isosceles trapezoid is a type of trapezoid where the two non-parallel sides of the trapezoid are of equal length. This means that the trapezoid has a line of symmetry through its mid-point, which divides the trapezoid into two congruent triangles. The two parallel sides of an isosceles trapezoid are also referred to as bases, and the height of the trapezoid is the perpendicular distance between the two bases.

Because an isosceles trapezoid has two congruent triangles, the angles opposite these sides are also congruent. Therefore, an isosceles trapezoid has two pairs of congruent angles, with each pair containing one acute angle and one obtuse angle. The acute angles are located adjacent to the parallel sides, while the obtuse angles are located adjacent to the non-parallel sides.

Isosceles trapezoids have several interesting properties, including that the diagonals of an isosceles trapezoid are congruent, and that the diagonals bisect each other. Additionally, the length of each diagonal can be found using the Pythagorean theorem, and the area of an isosceles trapezoid can be determined using the formula:

Area = ((a + b) / 2) * h

Where "a" and "b" are the lengths of the two parallel sides (bases) and "h" is the height of the trapezoid.

PART B:

An isosceles trapezoid is a quadrilateral with two parallel sides (the bases) and two non-parallel sides of equal length. A parallelogram is also a quadrilateral with two pairs of parallel sides.

An isosceles trapezoid can be thought of as a special case of a parallelogram where one pair of opposite sides is shorter than the other pair. In fact, if you extend the non-parallel sides of an isosceles trapezoid until they intersect, you will get a parallelogram with the same base and height as the original trapezoid.

Conversely, if you take a parallelogram and draw a line segment parallel to one pair of opposite sides, you will get an isosceles trapezoid. This means that every isosceles trapezoid can be thought of as a parallelogram with a missing piece, and every parallelogram can be thought of as an isosceles trapezoid with extra pieces added on.

So, in summary, isosceles trapezoids and parallelograms are related in that isosceles trapezoids can be thought of as special cases of parallelograms, and parallelograms can be thought of as isosceles trapezoids with extra pieces added on.

PART C:

No, we cannot use the term "isosceles" to describe a rectangle because a rectangle, by definition, has four right angles and opposite sides that are parallel and congruent to each other. An isosceles trapezoid, on the other hand, has only one pair of parallel sides and two non-parallel sides that are congruent to each other.

The term "isosceles" is typically used to describe triangles or trapezoids where two sides are congruent to each other. In an isosceles triangle, two sides are equal in length, while in an isosceles trapezoid, two non-parallel sides are equal in length. However, in a rectangle, all four sides are equal in length, not just two.

Therefore, while we can describe a rectangle as having all sides congruent to each other, we cannot describe it as an isosceles rectangle because "isosceles" implies only two sides are congruent, which is not the case for a rectangle.

Learn more about Isosceles triangles/shapes:

https://brainly.com/question/29618252

#SPJ1

the answer is 140000 steps

Answer:

bbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbdrtgaethrtththt

Step-by-step explanation:

Answer:

of the First rectangle Is smaller than the second the factor Is greater than One , if the First and the second are the same the scale factor Is one, and of the First Is bigger than the second the factor Is less than one

so:

a greater

b greater

c less

D greater

e equal

f less

g equal

Answers in bold:

========================================================

Explanation:

We have these three rules for scale factors

With those rules in mind, we have enlargements for these transformations.

All of which represent some scale factor larger than 1. We don't have enough information to pinpoint what that scale factor would be.

In other words, if you go from small to big, then you apply some scale factor larger than 1 to enlarge the image.

----------------

We also have these reductions

This is where we go from big to small. The image shrinks and we use some scale factor between 0 and 1.

----------------

And finally we have these transformations in which the size of the image does not change. Therefore the scale factor is 1.

The order doesn't matter for this subset, but the order will matter for the other batches of transformations.

Answer:4/5

Step-by-step explanation:

80% means 80/100 in fraction. We have to simplify the fraction by 80÷20 and 100÷20 = 4/5

So the answer is 4/5.

Answer:

Step-by-step 80 percent is 80\100 so

For the first one (4\5) 5x20=100 and 4x20=80 which is 80\100

so it should be 4\5

Please vote me for brainless :)

Step-by-step explanation:

This lead to the rapid decrease in the light-colored moths. ... Since birds would find and eat the light-bodied moths, dark-coloured moths increased as a result of natural selection. Thus, these moths with a favorable adaptation to the change in the environment were selected and they reproduced new offspring.

HOPE THIS HELPS HAVE A NICE DAY!

Sure, I can help you with that.

**Part A: Calculate the measures of center.**

The measures of center are the mean, median, and mode.

* **Mean:** The mean is calculated by adding all the values in the data set and dividing by the number of values. For the Sky View School data set, the mean is 5.8. For the South Lake School data set, the mean is 5.4.

* **Median:** The median is the middle value in the data set when the values are arranged in increasing order. For the Sky View School data set, the median is 6. For the South Lake School data set, the median is 5.5.

* **Mode:** The mode is the most frequent value in the data set. For the Sky View School data set, the mode is 5. For the South Lake School data set, the mode is 5.

**Part B: Calculate the measures of variability.**

The measures of variability are the range, standard deviation, and variance.

* **Range:** The range is the difference between the largest and smallest values in the data set. For the Sky View School data set, the range is 8. For the South Lake School data set, the range is 8.

* **Standard deviation:** The standard deviation is a measure of how spread out the data is. The larger the standard deviation, the more spread out the data is. For the Sky View School data set, the standard deviation is 1.7. For the South Lake School data set, the standard deviation is 1.5.

* **Variance:** The variance is the square of the standard deviation. For the Sky View School data set, the variance is 2.89. For the South Lake School data set, the variance is 2.25.

**Part C: If you are interested in a smaller class size, which school is a better choice for you? Explain your reasoning.**

If you are interested in a smaller class size, then the South Lake School is a better choice. The average class size at the South Lake School is 5.4, while the average class size at the Sky View School is 5.8. Additionally, the median class size at the South Lake School is 5.5, while the median class size at the Sky View School is 6. This means that half of the classes at the South Lake School have 5 or fewer students, while half of the classes at the Sky View School have 6 or more students.

Answer: Hereᓚᘏᗢ

Step-by-step explanation:**Part A: Calculate the measures of center.**

The measures of center are the mean, median, and mode.

* **Mean:** The mean is calculated by adding all the values in the data set and dividing by the number of values. For the Sky View School data set, the mean is 5.8. For the South Lake School data set, the mean is 5.4.

* **Median:** The median is the middle value in the data set when the values are arranged in increasing order. For the Sky View School data set, the median is 6. For the South Lake School data set, the median is 5.5.

* **Mode:** The mode is the most frequent value in the data set. For the Sky View School data set, the mode is 5. For the South Lake School data set, the mode is 5.

**Part B: Calculate the measures of variability.**

The measures of variability are the range, standard deviation, and variance.

* **Range:** The range is the difference between the largest and smallest values in the data set. For the Sky View School data set, the range is 8. For the South Lake School data set, the range is 8.

* **Standard deviation:** The standard deviation is a measure of how spread out the data is. The larger the standard deviation, the more spread out the data is. For the Sky View School data set, the standard deviation is 1.7. For the South Lake School data set, the standard deviation is 1.5.

* **Variance:** The variance is the square of the standard deviation. For the Sky View School data set, the variance is 2.89. For the South Lake School data set, the variance is 2.25.

**Part C: If you are interested in a smaller class size, which school is a better choice for you? Explain your reasoning.**

If you are interested in a smaller class size, then the South Lake School is a better choice. The average class size at the South Lake School is 5.4, while the average class size at the Sky View School is 5.8. Additionally, the median class size at the South Lake School is 5.5, while the median class size at the Sky View School is 6. This means that half of the classes at the South Lake School have 5 or fewer students, while half of the classes at the Sky View School have 6 or more students.

0.0

(0 votes)

iifairyii avatar

hey

Answer:

1. slope = 12

  y-intercept = 1/3

2.slope = 1/4

  y-intercept= -12

3.slope = 3

  y-intercept = 2

Step-by-step explanation:

When you get an equation for a graph, the co-efficient infront of the x (The number by the x) is the slope.

The equation for the y-intercept:

When solving for y-intercept, you replace y in the equation with 0 and make x the subject.

Example:
y = 12x - 4

0=12x - 4

-12x = -4

divide both sides by negative 12 since we want only positive x

\(\frac{-12x}{-12} =\frac{-4}{-12}\)

x = \(\frac{1}{3}\)

Therefore, the y-intercept = 1/3

Answ

Step-by-step explanation:

Answer:

Problem 6

10+x=1.5x

10=0.5x

Then x = 20 miles

and y = 10+20*1= $30

Answer:

0 (\(\sqrt{0}\) = 0)

Step-by-step explanation:

If 0^2 = 0 because 0 x 0 = 0, then the reverse function (square root) would result in 0.

Answer:

8.88

Step-by-step explanation:

...

Answer:

Step-by-step explanation:

I would ask my teacher for help if no, then it seems like you would mark a line in the numbers line or smth just giving you an idea sorry if this never helped :(

Answer:

y-intercept

Step-by-step explanation:

In all cases, when x = 0, f(0) = a or b or c.

Answer: y-intercept

y = 6/5x -5

6/5 is your slope. Slope is always rise over run or y over x. -5 is the y- intercept. What is y when x is zero.

Answer:

The integer that describes the translation from B to B' is (-2,1)

Answer:

3.5 cups of flour

Answer:

3.5 cups

Step-by-step explanation:

Answer:

the first is 1 or 11 for second 14 or 4, for the third 15 or 5?

Step-by-step explanation:

i dont know still confusing

Step-by-step explanation:

1,11,14,4,15,5 are the missing numbers.

Hope this helps

Answer:

10:12

15:18

20:24

25:30

Step-by-step explanation:

you could just multiply 5 and 6 by the same number so you would get ratios that are equal to each other so for example for 10:12 5 and 6 is getting multiplied by 2

Answer:

To find the output of the function f(x) = 3x - 2 when x = 1.5, we simply substitute 1.5 for x in the function rule and simplify:

f(1.5) = 3(1.5) - 2

f(1.5) = 4.5 - 2

f(1.5) = 2.5

Therefore, the output of the function f(x) when x = 1.5 is 2.5.

Answer:

f(x)- x = 1.5 is 2.5.

(hope this makes sense)

\(~~~~~~~~~~~~\textit{middle point of 2 points } \\\\ C(\stackrel{x_1}{1}~,~\stackrel{y_1}{0})\qquad D(\stackrel{x_2}{-7}~,~\stackrel{y_2}{2}) \qquad \left(\cfrac{ x_2 + x_1}{2}~~~ ,~~~ \cfrac{ y_2 + y_1}{2} \right) \\\\\\ \left(\cfrac{ -7 + 1}{2}~~~ ,~~~ \cfrac{ 2 + 0}{2} \right)\implies \left(\cfrac{-6}{2}~~,~~\cfrac{2}{2} \right)\implies (-3~~,~~1)\)

Answer:

Midpoint: (-0.5, -1)

Step-by-step explanation:

Solution: M=(\(x m\),\(ym\))/2 or (\(x\)+\(x\)/2, \(y\)+\(y\)/2)

add the first \(x\) coordinate plus the second \(x\) coordinate

do the same for the two \(y\) coordinates

then divide them both by 2

should look something like this: (1+0 /2, -7+2 /2)

\(x\)= 1+0= 1 / 2 + 0.5 or one half 1/2

\(y\)= -7+2= -5 / 2 = -2.5 or four one half -2 1/2

BUT we are not done here, since we cant divide 1/2 no more because it will still give us the same answer (0.5) we move into the next number, -2 1/2, -2 x 1/2 = -1

So our answer is (-0.5, -1)

hoped it helped! <3

Answer:

c

Step-by-step explanation:

Answer:

1. 1/5 x 8 then multiply by 4 then multiply by the sides