Which relationship describes angles 1 and 2?




adjacent angles

vertical angles

complementary angles

supplementary angles

Answer:

A 3 1/2

Step-by-step explanation:

There are a number of ways that you can solve this

Method 1)

Since these proportions are set equal to each other, we know that x is also equivalent to 1/2. So, we need to find the whole-number that was multiplied by the first fraction (1/2/4) that gave us the second fraction (x/28).

So we need to divide the denominators

28/4 = 7

Now that we have that number, we will mutiply 1/2 by it because we know that whatever x is the 1/2 times 7 since 28 is 4*7:

1/2 * 7 = 3.5 or 3 1/2, so 3 1/2 is our answer...

Another way that we can solve this is by using the cross product (butterfly method)

Method 2)

Multiply 28 by 1/2 = 14.

Now we will divide 14 by 4. 14/4 = 3.5

3.5 = 3 1/2, so that is our answer.

Step-by-step explanation:

-9x=153 (add 9 on both sides to eliminate the 9 on the side with the x)

-9+9x=153+9

x=162

Step-by-step explanation:

Based on the information given, we have a diagram with two sides labeled as 13.3 mm and 5.5 mm, and another side labeled as X mm.

To find the length of X, we can use the fact that the sum of the lengths of the sides of a triangle is equal to the perimeter.

Perimeter = 13.3 mm + 5.5 mm + X mm

The perimeter is the total distance around the triangle. Since we have three sides, the perimeter is the sum of the lengths of those sides.

To find X, we can subtract the sum of the known sides from the perimeter:

X mm = Perimeter - (13.3 mm + 5.5 mm)

Since the value of X is not given, we cannot calculate it without the perimeter value. If you provide the perimeter value, I can help you find the length of X.

The length of the missing leg for the triangles are: x = 7.01, f = 5.4, and d = 15.1 using the Pythagoras rule.

The Pythagoras rule states that in a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. 

By Pythagoras rule we can evaluate for b as follows:

x = √(7.5² - 2.5²)

x = √50

x = x = 7.0711

f = √[(√78)² - 7²]

f = √(78 - 49)

f = √29

f = 5.3852

d = 2 × √(11² × 8²)

d = 2 × √53

d = 15.0996

Therefore, the length of the missing leg for the triangles are: x = 7.01, f = 5.4, and d = 15.1 using the Pythagoras rule.

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Answer:Given the two points you entered of (-4, -3) and (-2, 0), we need to calculate 8 items:

Item 1: Calculate the slope and point-slope form:

Slope (m)  =   y2 - y1

  x2 - x1

Slope (m)  =   0 - -3

  -2 - -4

Slope (m)  =   3

  2

Calculate the point-slope form using the formula below:

y - y1 = m(x - x1)

y - -3 = 3/2(x + 4)

Item 2: Calculate the line equation that both points lie on.

The standard equation of a line is y = mx + b where m is our slope, x and y are points on the line, and b is a constant.

Rearranging that equation to solve for b, we get b = y - mx. Using the first point that you entered = (-4, -3) and the slope (m) = 3/2 that we calculated, let's plug in those values and evaluate:

b = -3 - (3/2 * -4)

b = -3 - (-12/2)

b  =   -6

  2

-

-12

2

b  =   6

  2

This fraction is not reduced. Using our GCF Calculator, we see that the top and bottom of the fraction can be reduced by 6

Our reduced fraction is:

1

0.33333333333333

Now that we have calculated (m) and (b), we have the items we need for our standard line equation:

y = 3/2x + 3

Item 3: Calculate the distance between the 2 points you entered.

Distance = Square Root((x2 - x1)2 + (y2 - y1)2)

Distance = Square Root((-2 - -4)2 + (0 - -3)2)

Distance = Square Root((22 + 32))

Distance = √(4 + 9)

Distance = √13

Distance = 3.6056

Item 4: Calculate the Midpoint between the 2 points you entered. Midpoint is denoted as follows:

Midpoint =

x2 + x1

2

,

y2 + y1

2

Midpoint =

-4 + -2

2

,

-3 + 0

2

Midpoint =

-6

2

,

-3

2

Midpoint = (-3, -3/2)

Item 5: Form a right triangle and calculate the 2 remaining angles using our 2 points:

Using our 2 points, we form a right triangle by plotting a 3rd point (-2,-3)

Our first triangle side = -2 - -4 = 2

Our second triangle side = 0 - -3 = 3

Using the slope we calculated, Tan(Angle1) = 1.5

Angle1 = Atan(1.5)

Angle1 = 56.3099°

Since we have a right triangle, we only have 90 degrees left, so Angle2 = 90 - 56.3099° = 33.6901

Item 6:  Calculate the y intercept of our line equation

The y intercept is found by setting x = 0 in the line equation y = 3/2x + 3

y = 3/2(0) + 3

y = 3

Item 7: Determine the parametric equations for the line determined by (-4, -3) and (-2, 0)

Parametric equations are written in the form (x,y) = (x0,y0) + t(b,-a)

Plugging in our numbers, we get

(x,y) = (-4,-3) + t(-2 - -4,0 - -3)

(x,y) = (-4,-3) + t(2,3)

x = -4 + 2t

y = -3 + 3t

Calculate Symmetric Equations:

x - x0

z

y - y0

b

Plugging in our numbers, we get:

x - -4

2

y - -3

3

Step-by-step explanation:

The distance between (-4, -3) and (-2, 0) rounded to the nearest tenth is approximately 3.6 units.

A coordinate plane is a 2D plane created by the junction of the x-axis and y-axis, two perpendicular lines. A coordinate system in geometry is a way to use one or more integers or coordinates to determine the positions of the points.

The distance between two points (x1, y1) and (x2, y2) in a 2-dimensional plane is given by the distance formula:

D = √ [ ( y₂ - y₁ )² + ( x₂ - x₁ )² ]

Using this formula, we can find the distance between (-4, -3) and (-2, 0) as follows:

D = √ [ ( 0 + 3)² + (-2 + 4 )² ]

D= √(2² + 3²)

D = √(13)

D ≈ 3.6

Therefore, the distance between (-4, -3) and (-2, 0) rounded to the nearest tenth is approximately 3.6 units.

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The surface area of the right cone in terms of pi is 176π units².

A cone is simply a 3-dimensional geometric shape with a flat base and a curved surface pointed towards the top.

The surface area of a cone is expressed as;

Surface area  = πrl + πr²

Where r is the radius of the base, l is the slant height of the cone and π is constant pi.

From the diagram:

Radius r = 8 units

Slant height h = 14 units

Surface area =?

Plug the given values into the above formula and solve for surface area:

Surface area = πrl + πr²

Surface area = ( π × 8 × 14 ) + ( π × 8² )

Surface area = ( π × 112 ) + ( π × 64 )

Surface area = 112π + 64π

Surface area = 176π units²

Therefore, the surface area is 176π units².

Option A)176π units² is the correct answer.

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Answer:

1/9 rise 1 run 9

Step-by-step explanation:

if you graph the y coordinate as 3 and find the x value, x value should be 0. Point (0,3) and (-9,2) and do rise over run

Answer:

4,500 votes

Explanation:

If 45% of the 10000 votes were in favor, then we can find the number of votes that were in favor by determining what 45% of 10000 is;

So 4,500 votes were in favor.

The profit for each product of Basco Board and Shimano Board are $6.65 and $3.36.

Given,

There are two products:  Basco Boards and Shimano Boards

Production cost for Basco Boards.

Direct material =  $24.10

Direct labor = $30.10

Allocated overhead = $15.05

Production cost for Shimano Boards.

Direct material = $36.20

Direct labor = $51.20

Allocated overhead = $18.20

Profit is the amount that we gain when a product is sold at a price that is more than the cost it used to make the product.

Selling price - Cost price = profit.

Profit for Basco Boards:

The cost to make one product of Basco Boards = Direct material + Direct labor + Allocated overhead

= $24.10 + $30.10 + $15.05

= $69.25

Cost per unit = Selling price = $75.90

Profit = $75.90 - $69.25

Profit = $6.65

Profit for Shimano Boards:

The cost to make one product of Shimano Boards = Direct material + Direct labor + Allocated overhead

= $36.20 + $51.20 + $18.20

= $105.6

Cost per unit = Selling price = $108.96

Profit = $108.96 - $105.6

Profit = $3.36

The profit for each product of Basco Board and Shimano Board are $6.65 and $3.36.

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The option that describes h(x) is B. The function h(x) is increasing on the interval (5, ∞).

In mathematics, a function simply means a relation between the inputs and the outputs.

In this case, the information given is that h(x) is 2 times the square root x minus 5. The square root of the negative number cannot be taken, therefore, the domain of the function is restricted.

Since the domain is restricted, the function is increasing. Therefore, the function h(x) is increasing on the interval (5, ∞).

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Answer:

The function h(x) is increasing on the interval (5, ∞).

Step-by-step explanation:

I got it right on the test.

Answer:

0.93319

Step-by-step explanation:

We solve the question using the z score formula

z = (x-μ)/σ/√n where

x is the raw score = 17.2 lbs

μ is the population mean = 19 lbs

σ is the population standard deviation = 6

n is the random number of samples = 25 fishes

Greater than sign = >

For x > 17.2 lbs

z = 17.2 - 19/6/√25

z = 17.2 - 19/ 6/5

z = 17.2 - 19/1.2

z = -1.5

Probability value from Z-Table:

P(x<17.2) = 0.066807

P(x>17.2) = 1 - P(x<17.2)

P(x>17.2) = 1 - 0.066807

P(x>17.2) = 0.93319

Therefore, that the probability that the mean weight will be greater than 17.2 lbs is 0.93319

The given values into the equation AE = 2a + 10. Therefore, The value of AE is 3 - x.

To find the value of AE, we can substitute the given values into the equation AE = 2a + 10.

Given:

AB = 10

AE = 2a + 10

ED = x + 3

CD = 4

Since AB is a segment on the line, it can be divided into AE and ED. Therefore, AB = AE + ED.

We know that AB = 10 and CD = 4. So, if we subtract CD from AB, we get AE + ED = 10 - 4.

AE + ED = 6.

Now, we can substitute the value of ED, which is x + 3, into the equation: AE + x + 3 = 6.

To find the value of AE, we need to isolate it on one side of the equation. Let's subtract x and 3 from both sides:

AE = 6 - x - 3.

Simplifying further, we get;

AE = 3 - x.

Therefore, the value of AE is 3 - x.

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Topic: Data Handling - Collecting and Representing Data

Objective: Students will learn how to collect and represent data using different methods and graphical representations.

Teaching Approach: Meaning of Doing Mathematics

1. Introduction (5 minutes):

- Begin the lesson by asking students to think about why data is important and how it can be used in everyday life.

- Engage students in a discussion about the different types of data they encounter in their daily lives (e.g., favorite colors, sports, ice cream flavors, etc.).

2. Data Collection Activity (15 minutes):

- Explain to students that they will collect data on a topic of their choice, such as favorite animals, hobbies, or TV shows.

- Provide each student with a data collection sheet and ask them to survey their classmates to gather data.

- Emphasize the importance of asking clear and specific questions and recording responses accurately.

3. Data Representation (20 minutes):

- Once the data is collected, guide students in representing the data using different methods.

- Discuss the importance of selecting appropriate representations based on the type of data collected (e.g., tally marks, bar graphs, pictographs).

- Model how to create a bar graph or pictograph using the collected data on the board or chart paper.

- Encourage students to interpret the graphs, identify patterns, and draw conclusions from the data represented.

4. Analyzing and Interpreting Data (15 minutes):

- Engage students in a class discussion about the different patterns and trends they notice in the data represented.

- Guide them in making comparisons, finding the most common and least common responses, and discussing the significance of the findings.

- Encourage students to express their thoughts and reasoning behind their observations.

5. Application and Reflection (10 minutes):

- Provide students with additional data sets or ask them to create their own data sets to practice representing and interpreting data.

- Ask students to reflect on the importance of collecting and representing data accurately and how it helps in understanding and making informed decisions.

6. Wrap-up and Extension (5 minutes):

- Summarize the key concepts covered in the lesson and highlight the importance of data handling in real-life situations.

- Assign a small project or task where students can apply their data collection and representation skills in a different context.

By adopting the "Meaning of Doing Mathematics" approach, students actively engage in the process of collecting and representing data. They develop a deeper understanding of the purpose and significance of data handling in real-life situations. The emphasis is on hands-on activities, critical thinking, and making connections between mathematics and their everyday experiences.

Answer:

no its a not funtion

Step-by-step explanation:

bc 1 n 3 is reapeat

The probability that the spinner lands on yellow and the coin toss is heads is 9/20.

To find the probability that the spinner lands on yellow and the coin toss is heads, we need to determine the probability of each event and then multiply them together.

The probability of the spinner landing on yellow is given by the number of yellow sections (18) divided by the total number of sections (20). Therefore, the probability of the spinner landing on yellow is 18/20 or 9/10.

The probability of the coin toss resulting in heads is 1/2 since there are two equally likely outcomes, heads and tails.

To find the probability of both events occurring together, we multiply the individual probabilities:

Probability (Spinner lands on yellow and Coin toss is heads) = Probability (Spinner lands on yellow) * Probability (Coin toss is heads)

= (9/10) * (1/2)

= 9/20

Therefore, nine out of twenty times, the spinner will fall on yellow and the coin will come up heads.

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The length of the hypotenuse is 12.52 yards.

Given that a right triangle, we need to find the value of the hypotenuse x,

Trigonometric ratios can be calculated by taking the ratio of any two sides of the right-angled triangle.

We can evaluate the third side using the Pythagoras theorem, given the measure of the other two sides. We can use the abbreviated form of trigonometric ratios to compare the length of any two sides with the angle in the base.

Let us consider a right-angled triangle with one of its acute angles to be x. Then the cosine formula is, cos x = (adjacent side) / (hypotenuse), where "adjacent side" is the side adjacent to the angle x, and "hypotenuse" is the longest side (the side opposite to the right angle) of the triangle.

We know that, the cosine of the angle is the ratio of the base to the hypotenuse,

So,

Cos 37° = 10 / x

x = 10 / Cos 37°

x = 12.52

Hence the length of the hypotenuse is 12.52 yards.

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Answer:

k=8

Step-by-step explanation:

Cab 1 : 1/km

Cab2: 0.5 /km with Base charge =4

x=0.5 x+4

x-0.5x=4

0.5x=4

4/0.5=x

x=8

Assume x=k

k=8

the answer is 5x^2+5x+4

Answer:

5x^2+5x+4

Step-by-step explanation:

also can someone help me with my questions

Answer: $385.50

Step-by-step explanation: 25,700x1.5% = 385.50

Answer:

4x+25

I hope this helped ;)

Let's denote the amount Jolene invested at 3 percent interest as 'x' dollars. Since she put twice as much in the lower-yielding account, the amount she invested at 9 percent interest would be '2x' dollars.

To calculate the interest earned from each account, we'll use the formula: Interest = Principal × Rate × Time.

For the 3 percent interest account:

Interest_3_percent = x × 0.03

For the 9 percent interest account:

Interest_9_percent = 2x × 0.09

We know that the total annual interest is $3120, so we can set up the equation:

Interest_3_percent + Interest_9_percent = 3120

Substituting the above equations, we have:

x × 0.03 + 2x × 0.09 = 3120

Simplifying the equation:

0.03x + 0.18x = 3120

0.21x = 3120

Dividing both sides of the equation by 0.21:

x = 3120 / 0.21

x = 14857.14

Therefore, Jolene invested approximately $14,857.14 at 3 percent interest and twice that amount, $29,714.29, at 9 percent interest.

Answer:

Step-by-step explanation:

X is the amount invested at 6%

Y is the amount invested at 9%

0.06X + 0.09Y = 4998

X = 2Y

0.06(2Y) + 0.09Y  = 4998

.12Y + 0.09Y = 4998

0.21Y = 4998

21Y = 499800

Y = 499800/21 = 23800

So X = 2*23800 = 47600

$47,600 is invested at 6% and $23800 is invested at 9%

The comparisons that are true are 11. -5 < 0 12. 9 > -8 14. 55 > -75 15. -32 < -24 16. 89 > 73 17. -58 < -51  19. 17 < 23  20. 18 > -36 and that is not true are 13. -7 = -7 (not true) 18. -32 > 4 (not true)

To make each statement true, write < or >. We need to compare two values for each statement to determine whether it is true or false.

To indicate that the first value is less than the second value, write <.

Alternatively, to indicate that the first value is greater than the second value, write >.

Below are the comparisons: 11. -5 < 0 12. 9 > -8 13. -7 > -7 14. 55 > -75 15. -32 < -24 16. 89 > 73 17. -58 < -51 18. -32 > 4 19. 17 > 23 20. 18 > -36

To determine the direction of inequality, we need to compare the values.

We used inequality signs such as > (greater than) or < (less than) to indicate which value is larger or smaller than the other.

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The correct question would be as

Write > or < to make each statement true.

11. -5 0

12. 9 -8

13. -7 7

14. 55 -75

15. -32 -24

16. 89 73

17. -58 -51

18. -32 4

19. 17 23

20. 18 -36​

Answer:

We can simplify the expression as follows:

4^3 * 4^4 / 4^9

First, we can simplify the terms in the numerator by adding the exponents of 4:

4^3 * 4^4 = 4^(3+4) = 4^7

Now, we can substitute this value in the expression:

4^7 / 4^9

To divide powers with the same base, we can subtract their exponents:

4^(7-9) = 4^(-2)

Therefore, the simplified expression is:

4^3 * 4^4 / 4^9 = 4^(-2)

So, the final answer is 1/16 or 0.0625.

Answer: The correct answer is: 2 left, 4 up, 1 back.

Step-by-step explanation: The location of the point (-2, 4, -1) in relation to the origin is best described as 2 units to the left, 4 units up, and 1 unit down. This is because each coordinate represents a direction and a distance from the origin, which is the point (0,0,0) in 3-dimensional space. The first coordinate (-2) represents the distance and direction in the x-axis, the second coordinate (4) represents the distance and direction in the y-axis, and the third coordinate (-1) represents the distance and direction in the z-axis. Therefore, we can conclude that the point is located 2 units to the left of the origin in the x-axis, 4 units up from the origin in the y-axis, and 1 unit down from the origin in the z-axis.

Answer: I think that you have to multiply 7*9 to the answer and get it in simplest form.

Step-by-step explanation: multiply 7*9

Answer:

The expression is a mathematical representation of an algebraic problem. The final form of the expression would be 75y -5 after combining like terms.

Here's the breakdown of the steps:

125y - 5 - 50y = (125-50)y -5 = 75y - 5

So the final simplified form of the expression is 75y -5.

Answer: \(2\sqrt{13}-\sqrt{697}\)

Step-by-step explanation:

Since ABD is a right triangle, 14^2 = 12^2 + BD^2

196 = 144 + BD^2

52 = BD^2

BD = \(\sqrt{52} = 2\sqrt{13}\)

ADC is also a right triangle, so 29^2 = 12^2 + DC^2

841 = 144 + DC^2

DC^2 = 697

DC = \(\sqrt{697}\)

Since x = BD + DC,

x = \(2\sqrt{13} +\sqrt{697}\) :>

Answer: look at the picture and I can’t solve y for you.

Step-by-step explanation: Hope this help :D