Mathematics College

Drag the item from them item bank to its corresponding match

Will mark brainless

Answers

Answer 1

Answers, in order:

1. Acute

2. Congruent

3. Supplementary angles

4. Vertical angles

5. Adjacent angles

6. Adjacent supplementary angles

7. Alternate interior angles

8. Alternate exterior angles

9. Consecutive interior angles

10. Corresponding angles

11. Straight angle

Related Questions

Helppp asappp I need help with 4

Answers

Answer:

Step-by-step explanation:

1. Write the equation in point slope form. Remember, point slope form looks like this: y-y1=m(x-x1), with m representing slope. With this equation, you plug in the y coordinate for y1 and the x coordinate for x1. So, it will look like this

y+6=2/3(x+5)

2. Then, convert that into slope intercept form, which is y=mx+b.

y+6=2/3x+10/3 (2/3 * 5)

y= 2/3x - 8/3 (10/3 - 6)

Therefore, your slope-intercept form of the equation is: y=2/3x - 8/3

3. From there, you can graph the line. See the graph in the image attached.

what is the product of 2 1/8 and 4 1/3 ? who ever answer correct will be marked brainlest

Answers

Answer:

9 5/24

Step-by-step explanation:

Find the slope of the line represented by the table

Answers

Answer:

slope = 3

Step-by-step explanation:

Calculate the slope m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (3, 8) and (x₂, y₂ ) = (1, 2) ← 2 ordered pairs from the table

m = [tex]\frac{2-8}{1-3}[/tex] = [tex]\frac{-6}{-2}[/tex] = 3

Find the area and perimeter of the square using formula and
the given dimensions.
A square with a side length of 13 meters.

A P = 22 m, A = 129 sq. m

B P = 42 m, A = 159 sq. m

C P = 52 m, A = 169 sq. m

D P = 32 m, A = 189 sq. m

Answers

Answer:

A= l×l

= 13×13

A= 169

P= 4l

= 4×13

= 52

so the answer is C

help again again again

Answers

Answer:

it's the last choice, by process of elimination that's the only one that includes the 4. and of course the math adds up

the answer is the last choice

Does anyone know? How to do this?

Answers

Answer:

4 operations b/c thats how many is in the box

them you do addition using PEMDAS( perinthasis exponets multiplication division addition subtraction hope this is helpful

Step-by-step explanation:

A line passes through the point (2,3) and has a slope of 0, what equation of the line?

A: y=2
B: y=3
C: x=2
D: x=3

Answers

Answer: B

Step-by-step explanation: put the points on a graph

Why is math so hard to do for other people in the world?

Answers

Answer:

To make math easy for my students, whenever I become a math teacher, is the sole purpose why I want to be an educator. To understand how to make math easy, one needs to understand the whats, hows, whys of why people struggle with math.

Most people do not relate to math well and it usually starts around the middle/highschool level.

It's really no one's fault, to be honest.

At some point after arithmetic people start to lose sight, rather never realize what math is actually about. Math is more than counting, it is about critical thinking, logic, reason, pattern, and theory, way more than just digits. Yet, common education( at least here in the US) teaches to follow steps to solve problems as if it were a cookbook, just memorize the recipe and your good to go. If one gets the right or wrong answer, they would be lost as to explain what is truly happening.

Example Learning algebra I followed steps to solve for “x. ” Yet, I never knew, truly, what I was doing. All I remember thinking was the y intercept helped me get the “x.” Only later in self study in college did I bump into the fundamental theorem of algebra…. It all made sense. That moment put it into perspective for me.

If we want people to be good at math we have to give perspective on what is being taught, either presenting theory(which Uncle Sam should do), or simply by giving the bigger picture. With my example, to many people, they see it as a whole bunch digits and letters, get confused, and rightly so. If we explain to someone what's going down, that we are studying lines and that the intercepts(roots) help us better study(analyze) and capture these here lines and curves.

“Mr. Teacherman, Why do we need to study lines and cruves?” Great question student! To help us better understand the world around us. Just studying these simple curves on a graph may seem meaningless, but it forms the basis for things that aid us in many human endeavors, from building edifices to computer programming.

I wish that teachers did that in every class everyday.

In the US, we follow the cookbook method disservicing an entire country, especially those who are on the lower end of society.

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