I don’t get this either please save me from this ahhhhhh

Answer:

  54°

Step-by-step explanation:

The ratio values can be used to find the angles, then the desired difference can be found. Alternatively, the desired difference can be figured in terms of the ratio units given.

The number of ratio units representing the largest angle is 5. The number of ratio units representing the smallest angle is 2. The difference of these is 5 -2 = 3.

The total number of ratio units is 3 +2 +5 = 10. This is the number of ratio units representing the straight angle, 180°.

The difference is 3 of those 10 ratio units:

  3/10 × 180° = 54° . . . . . . largest - smallest difference

There are 10 ratio units in total (3+2+5=10), so each represents 180°/10 = 18°. Multiplying the given ratios by 18° gives the angle values:

  3×18° : 2×18° : 5×18° = 54° : 36° : 90°

The difference between the largest and smallest is ...

  90° -36° = 54° . . . . . . largest - smallest difference

Answer:

AB-46 cm

Step-by-step explanation:

Use law of cosines

AB^2 = 24^2 + 26^2 - 2 (24)(26)cos 134

AB= 46 cm

Answer:

First, transform the given equation into the slope-intercept form, y = mx + b.

2x - 3y < 12

3y > 2x - 12

y > [tex]\frac{2}{3}[/tex]x - 4

Since the equation is y > [tex]\frac{2}{3}[/tex]x - 4, first draw the graph of y = [tex]\frac{2}{3}[/tex]x - 4 with a dotted line (because it is >, not ≥) and shade the area above the dotted line.

Answer:

110/11

A

Step-by-step explanation:

divide the bill by 11 people.

Answer:

D. 110/11

Step-by-step explanation:

110 Dollars

11 people to split it with

110/11 to find the total for each person

Answer:

1. Becky's rate of sales is 9 cups per hour

2. Mayisha's rate of sales is 10 cups per hour

3. Becky is selling 1 fewer cups per hour than Mayisha

4. Becky started with 2 fewer cups than Mayisha

Step-by-step explanation:

1. 30-12=18 18/2=9

2. 31-21=10 21-11=10

3. 10-9=1

4. 30+9=39 31+10=41 41-39=2

Answer:

Becky's rate of sales is [tex]\boxed{\sf 9}[/tex] cups per hour.

Mayisha's rate of sales is [tex]\boxed{\sf 10}[/tex] cups per hour.

Becky is selling [tex]\boxed{\sf 1\: fewer}[/tex] cup(s) per hour than Mayisha.

Becky started with [tex]\boxed{\sf 2}[/tex] fewer cups than Mayisha.

Step-by-step explanation:

Mayisha

[tex]\begin{array}{|c|c|c|c|}\cline{1-4} \sf Hours\:(x) & 1 & 2 & 3\\\cline{1-4} \sf Cups\: {left}\:(y) & 31 & 21 & 11\\\cline{1-4} \end{array}[/tex]

Becky

[tex]\begin{array}{|c|c|c|c|}\cline{1-4} \sf Hours\:(x) & 1 & 2 & 3\\\cline{1-4} \sf Cups\: {left}\:(y) & 30 & & 12\\\cline{1-4} \end{array}[/tex]

Selling at a steady rate.

To calculate the rate of sales, use the rate of change formula:

[tex]\sf Rate\:of\:change = \dfrac{change\:in\:y}{change\:in\:x}[/tex]

Therefore:

[tex]\textsf{Becky's rate of sales}=\dfrac{12-30}{3-1}=-9[/tex]

Therefore, as the number of cups reduces by 9 each hour, Becky's rate of sales is 9 cups per hour.

[tex]\textsf{Mayisha's rate of sales}=\dfrac{11-31}{3-1}=-10[/tex]

Therefore, as the number of cups reduces by 10 each hour, Mayisha's rate of sales is 10 cups per hour.

As 9 is one less than 10, Becky is selling 1 fewer cup(s) per hour than Mayisha.

As Becky had 30 cups left after 1 hour, and her rate of sales is 9 cups, then she started with 30 + 9 = 39 cups.

As Mayisha had 31 cups left after 1 hour, and her rate of sales is 10 cups, then she started with 31 + 10 = 41 cups.

As 39 is 2 less than 41, Becky started with 2 fewer cups than Mayisha.

Answer:

95 - 20[tex]\sqrt{15}[/tex]

Step-by-step explanation:

(5[tex]\sqrt{3}[/tex] - 2[tex]\sqrt{5}[/tex] )²

= (5[tex]\sqrt{3}[/tex] - 2[tex]\sqrt{5}[/tex] )(5[tex]\sqrt{3}[/tex] - 2[tex]\sqrt{5}[/tex] )

each term in the second factor is multiplied by each term in the first factor, that is

5[tex]\sqrt{3}[/tex] (5[tex]\sqrt{3}[/tex] - 2[tex]\sqrt{5}[/tex] ) - 2[tex]\sqrt{5}[/tex] (5[tex]\sqrt{3}[/tex] - 2[tex]\sqrt{5}[/tex] ) ← distribute parenthesis

= 75 - 10[tex]\sqrt{15}[/tex] - 10[tex]\sqrt{15}[/tex] + 20 ← collect like terms

= 95 - 20[tex]\sqrt{15}[/tex]

Answer:

95 - 20√15

Step-by-step explanation:

I assume the expression is (5√3 − 2√5)^2 (?).

(5√3 − 2√5)*(5√3 − 2√5)

25√3^2 - 20√15 + 4√5^2

25*3 - 20√15 +4*5

75 - 20√15 +20

95 - 20√15

Answer:

  c.  Substitute

Step-by-step explanation:

A graph of the function on the left shows the parabola touches the x-axis at x = -8/3. That is, the vertex is on the x-axis. It crosses the y-axis at y = 64.

A given solution to an equation can be verified by substituting that value into the equation an showing the result is a true statement. Here, the value x=-8/3 is a root of the given equation because that value makes the equation true.

  [tex]9\left(-\dfrac{8}{3}\right)^2+48\left(-\dfrac{8}{3}\right)+64=0\\\\9\left(\dfrac{64}{9}\right)-\left(\dfrac{48\cdot8}{3}\right)+64=0\\\\64-\dfrac{3\cdot2\cdot8\cdot8}{3}+64=0\\\\64-2\cdot64+64=0\\\\0=0\qquad\text{True}[/tex]

Beau can wrap 32 inches of ribbon outside the mirror.

Area of Beau Thai's mirror is 60 sq. inches.

An object's area is how much space it takes up in two dimensions. It is the measurement of the quantity of unit squares that completely cover the surface of a closed figure.

The word "area" refers to a free space. A shape's length and width are used to compute its area.

Given information:

Length of mirror = 6 inches

Width of mirror = 10 inches

To Find:

The amount of ribbon Beau could wrap around the outside of the mirror.

Perimeter of the mirror = 2(6+10)

                                       = 2(16)

                                       = 32 inches

The area of Beau Thai's mirror.

Area of the mirror = 6*10

                              = 60 sq. inches

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Answer:

24000 ft²

Step-by-step explanation:

          b = base = PR = 240 ft

      2AS = 240 ft

       [tex]\sf AS = \dfrac{240}{2}\\\\ AS = 120 \ ft[/tex]

         h  = height = AS  = 120 ft

      [tex]\sf \boxed{\bf \ Area \ of \ triangle = \dfrac{1}{2}b*h}[/tex]

                                       [tex]\sf =\dfrac{1}{2}*240*120\\\\ = 120 * 120\\\\ = 14400 \ ft^2[/tex]

          b = PR = 240 ft

     3BQ = 240 ft

        [tex]\sf BQ = \dfrac{240}{3}\\\\ BQ = 80 \ ft[/tex]

[tex]\sf Area \ of \ triangle \ PRQ = \dfrac{1}{2}*240*80[/tex]

                                 = 120 * 80

                                 = 9600 ft²

Area of the quadrilateral PQRS = area of ΔPRS + area of ΔPRQ

                                                    =  14400 + 9600

                                                    = 24000 ft²

The number of employees is 91.

According to the statement

Given that the standard deviation = 24.5

The width in the question = 13

We solve for the margin of error E.

E = width / 2

E= 13/2 = 6.5

At 90%

Alpha = 1-0.90

= 0.1

Alpha/2 = 0.1/2 = 0.05

Z 0.05 = 1.576

Now find the Sample size n

= ((1.576x24.5)/2)²

= 90.8

= 91

So, The number of employees is 91.

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The point (12, 190) means that the temperature after 12 hours is 190 degrees Celsius

To do this, we make use of the following points

(12, 190), (14, 201), (15, 301), (16, 305), (18, 350), (20, 40), (25, 450)

Where x represents the number of hours and y represents temperature

See attachment for the scatter plot.

To do this, we make use of the point (12, 190)

This means that the temperature after 12 hours is 190 degrees Celsius

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Answer:

a. The free throw percentage obtained by the Lions is of 81.25%.

b. The free throw percentage for the Eagles was of 37.04%.

c. The field goal percentage for the Lions was of 56.01%.

d. The field goal percentage for the Eagles was of 34.43%.

e. The Lions scored 96 points.

f. The Eagles scored 64 points.

Solution:

a. The lions attempted 16 free throws and made 13, which means lions scored 13 out of 16,

The free throw percentage obtained by the Lions = [tex]\frac{13}{16}[/tex] × 100 = 81.25%

The free throw percentage obtained by the Lions is 81.25%

b. The eagles attempted 27 free throws and made 7 which means 7 out of 27, so:

The free throw percentage obtained by the eagles = [tex]\frac{7}{27}[/tex] × 100 = 25.92 %

The free throw percentage obtained by the eagles is 25.92 %

c. The lions attempted 51 two-point shots and made 22, and attempted 16 three-point shots and made 10.

Total attempted = 51 + 16 = 67

Total shots made = 22 + 10 = 32

The field goal percentage (two-point and three-point shots combined) for the Lions = [tex]\frac{32}{67}[/tex] × 100 = 47.76 %

The field goal percentage for the Lions was of 47.76 %.

d. The eagles attempted 41 two-point shots and made 19, and attempted 16 three-point shots and made 7.

Total attempted = 41 + 19 = 60

Total shots made = 19 + 7 = 26

The field goal percentage (two-point and three-point shots combined) for the eagles= [tex]\frac{32}{67}[/tex] × 100 = 43.33 %

The field goal percentage for the eagles was of 43.33 %.

e. Total goals secured by lions 13 free throws, 22 two's and 10 three's. So

Total points = 10 × 1 + 22 × 2 + 10 × 3 = 84

The Lions scored 84 points.

f. Total goals secured by eagles 7 free throws, 19 two's and 7 three's. So

Total points = 7 × 1 + 19× 2 + 7 × 3 = 66

The eagles scored 66 points.

The unitary approach is a strategy for problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value.

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The sum of the angles, a, b and c is; 360° because, the sum measures 3 of all the equal angles in the regular hexagon.

It follows from the task content that the angle measures given in the task are a, b and c which are in a cyclic polygon (hexagon) in which case, the sum of all 6 angles in the hexagon is; 720.

Consequently, the sum of angle measures; a,b and c is; 720/2 = 360°.

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The Surface Area of the sphere is 1017.16 unit^2.

what is the surface area of the sphere?

The surface area of the sphere is 4*pi*r^2.

where, r is the radius

Calculation :

given  radius is 9 units

putting value in the formula of the sphere

S(area)=4*pi*r^2

            =4*3.14*9^2

            =4*3.14*81

            =1017.16 UNIT^2

The Surface Area of the sphere is 1017.16 unit^2.

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The Surface Area of the sphere is 1017.16 unit^2.

The surface area of the sphere is 4*pi*r^2.

where, r is the radius

Calculation :

given  radius is 9 units

putting value in the formula of the sphere

S(area)=4*pi*r^2

           =4*3.14*9^2

           =1017.16 UNIT^2

The Surface Area of the sphere is 1017.16 unit^2.

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The symbolic representation for the given statement " If two angles are not congruent, then they have the same measure" is ~q → p. So, option A is correct.

It is given that,

p - "Two angles have the same measure"

q - "The angles are congruent"

Statement: " If two angles are not congruent, then they have the same measure"

So, symbolically it is written as,

The hypothesis "two angles are not congruent" is represented by ~q and the conclusion "they have the same measure" is represented by p.

That is,

The representation is "If ~q then p i.e., ~q → p. So, option A is correct".

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Answer:

d; y - 1 = 4/5(x + 2)

Step-by-step explanation:

the equation for a point-slope form line is y - y1 = m(x - x1)

plug in the points and you will get your answer

y - 1 = 4/5(x + 2)

that is your answer

Using proportions, it is found that out of the next 1500 pizzas, she should expect 420 pan style pizzas.

A proportion is a fraction of a total amount, and the measures are related using a rule of three.

The proportion of pan style pizzas is given as follows:

294/(284 + 313 + 159 + 294) = 0.28.

Hence, out of 1500 pizzas, this amount is equivalent to:

0.28 x 1500 = 420

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The recursive definition of the geometric sequence is given as follows:

A geometric sequence is a sequence in which the result of the division of consecutive terms is always the same, called common ratio q.

The nth term of a geometric sequence is given by:

[tex]a_n = a_1q^{n-1}[/tex]

In which [tex]a_1[/tex] is the first term.

The recursive definition of the geometric sequence is given as follows:

For this sequence, the first term and common ratio are given as follows:

[tex]a_1 = \frac{1}{9}, q = 3[/tex].

Then the recursive definition is:

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The reasons Travis can use to prove both triangles are congruent by the SAS congruency theorem are:

The SAS congruency theorem states that two triangles are congruent when they both have two pairs of corresponding congruent sides and a pair of corresponding congruent included angles.

Given the image below, we have the following proof with the statement and reasons in bracket:

WZ ≅ XY [given]

WY ≅ WY [reflexive property]

∠ZWY ≅ ∠XYW [by the alternate interior ∠s theorem]

△WZY ≅ △YXW [by the SAS congruency theorem]

Therefore, the reasons Travis can use are:

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Answer:

A. ∠ZWY ≅ ∠XYW by the alternate interior ∠s theorem;  

B. WY ≅ WY by the reflexive property;  & E. WZ ≅ XY by the given.  

Step-by-step explanation:  Trust Me!  Answer is correct on Edge.  

Good Luck! :)

Which reasons can Travis use to prove the two triangles are congruent? Check all that apply.

The speed of the airplane is 360 km/h while the speed of the wind is 40 km/h.

An equation is an expression that shows the relationship between two or more variables and numbers.

Let a represent the speed of the airplane and b represent the speed of the wind, hence:

(a + b)6 = 2400  

a + b = 400     (1)

Also:

(a - b)7.5 = 2400

a - b = 320   (2)

From eqn 1 and 2:

a = 360 km/h, b = 40 km/h

The speed of the airplane is 360 km/h while the speed of the wind is 40 km/h.

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Answer:

[tex](f-g)(x)=x^2-6x+5[/tex]  dom: (-∞,∞)

[tex](\frac{f}{g})(x)=x-7+\frac{7}{x+2}[/tex] dom: (–∞,–2)u(–2,∞)

Step-by-step explanation:

[tex](f-g)(x)=f(x)-g(x)=(x^2-5x+7)-(x+2)[/tex] *distribute the negative sign into (x+2)!

[tex]x^2-5x+7-x-2\\x^2-6x+5[/tex]

a parabola (anything that begins with [tex]x^2[/tex]) will have a domain of (-∞,∞) or all real numbers!!

[tex](\frac{f}{g} )(x)= \frac{x^2-5x+7}{x+2}[/tex]      use synthetic division to divide (the attached picture)

domain: Because the graph is not continuous, you have to write the domains on both sides of the asymptote which is (-∞,-2)u(-2,∞)

synthetic division:

1. take the divisor (x+2) and solve for x.    x= –2 this goes in the top left corner

2. write the numbers AND their signs on the top row. if there is no number and just the variable (like [tex]x^2[/tex] ) just write 1.

3. the first number gets pulled down

4. multiply -2 by 1 and subtract it from –5. (-5-2= -7)

multiply -2 by -7 and add that to the next number in the top row which is -7. (-7 + 14=7)

5. the first number in the bottom row of numbers is the first number in the answer but with one less exponent than the dividend. **write 1 as x**

6. the last number in the bottom row, if it is not 0, is a remainder. write it as that number over the divisor. in this case the remainder is 7. so write it as [tex]\frac{7}{x+2}[/tex]

Using it's concepts, the domain and the range of the graph are given as follows:

In this graph, have that the function is defined for all values of x except x = -1, and assumes all real values, hence the domain and the range of the graph are given as follows:

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Ms. Sanchez paid 150 dollars more than Mr. Roland.

Let's say that the electrician worked for x hours in Mr. Roland's home, then worked for (x + 2) hours in Ms. Sanchez home.

Then we need to find the difference between the linear equations:

C(x + 2) - C(x) = (75*(x + 2) + 125) - (75*x + 125)

If we simplify that, we get:

75*x + 75*2 + 125 - 75*x - 125

= 75*2 = 150

This means that Ms. Sanchez paid 150 dollars more than Mr. Roland.

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Answer:

8/3 or 2(2/3) Textbooks to storybooks

Step-by-step explanation:

Textbooks:  (8 books)*(12 rupees/book) = 96 rupees

Storybooks:  (4 books)*(9 rupees/book) = 36 rupees

Total is 132 rupees

Ratio:  Textbook/Storybook = 96/36

96/36 = 8/3 or 2(2/3) Textbooks to storybooks

The solution of the differential equation dy/dx=[tex]2xy/(x^{2} -1)[/tex] is y=[tex]-x^{2} +1[/tex].

Given a differential equation dy/dx=[tex]2xy/(x^{2} -1)[/tex].

We are required to find the solution of the differential equation when y(0)=1.

dy/dx=[tex]2xy/(x^{2} -1)[/tex]

Taking y to left side and dx to right side.

1/y dy=2x/[tex](x^{2} -1)[/tex] dx

Integrating both sides.

[tex]\int\limits {1/y} \, dy[/tex]=[tex]\int\limits {2x/(x^{2} -1)} \, dx[/tex]----------1

log y=[tex]\int\limits {2x/(x^{2} -1)} \, dx[/tex]

Solving right side.

[tex]\int\limits {2x/(x^{2} -1)} \, dx[/tex]

let [tex]x^{2} -1[/tex]=z

differentiating both sides with respect to x.

2x=dz/dx

2x dx=dz

Put 2x dx=dz in 1.

[tex]\int\limits {1/y} \, dy[/tex]=[tex]\int\limits {1/z } \, dz[/tex]

log y=log z+log c

Put z=[tex]x^{2} -1[/tex]

log y=log([tex]x^{2} -1[/tex])+log c

log y=log [{[tex]x^{2} -1[/tex])c]

y=([tex]x^{2} -1[/tex])c------------2

Put x=0 and y=1

1=(0-1)c

1=-c

c=-1

Put c=-1 in 2 to get the solution.

y=-1([tex]x^{2} -1[/tex])

y=[tex]-x^{2} +1[/tex]

Hence the solution of the differential equation dy/dx=[tex]2xy/(x^{2} -1)[/tex] is

y=[tex]-x^{2} +1[/tex].

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Answer: The domain is all real numbers, and the range is all real numbers greater than or equal to –4.

Step-by-step explanation:

The domain is the set of inputs, and the range is the set of outputs.

Answer: Option A

Step-by-step explanation

The domain is the set of allowed x inputs of a function.

We can replace x with any number we want to get some output for y = f(x)

This tells us the domain is the set of all real numbers.

-----------

The range is the set of numbers y such that

In other words, we can have y = -4 or y > -4

This is because y = -4 is the lowest output possible, as indicated by the vertex point.

Stratified random sampling is used to subdivided into groups by volume of sales.

According to the statements

Manufacturers are subdivided into groups by volume of sales. and for this Stratified random sampling is used.

Stratified random sampling is the technique used divide the population can be partitioned into subpopulations.

Thus, Stratified random sampling is used to subdivided into groups by volume of sales.

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Answer:

3:4

Step-by-step explanation:

It's males to females. so we make 42:56 simplify that we get 3:4

Using it's concept, any function with domain [tex]x \geq 0[/tex] has the same domain as [tex]y = 2\sqrt{x}[/tex].

The domain of a function is the set that contains all possible input values for the function.

Function [tex]y = 2\sqrt{x}[/tex] is defined for [tex]x \geq 0[/tex], hence any function with domain [tex]x \geq 0[/tex] has the same domain as [tex]y = 2\sqrt{x}[/tex].

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