The forces opposing the expansion of the universe are due to the gravitation interaction.
Hope it helped.
Very important question ⁉️
Answer:
90°
Step-by-step explanation:
AB and CD are parallel lines and EF is reversal
Therefore angles BGH and DHG are consecutive interior angles
As we know the sum of consecutive interior angles equals to 180°:
∠BGH + ∠DHG = 180°
Line GP bisects angle BGH , therefore
m∠PGH = 1/2*m∠BGH
Line HP bisects angle GHD, therefore
m∠PHG = 1/2*m∠GHD
Sum of two angles of triangle GHP:
m∠PGH + m∠GHD = 1/2(∠BGH + ∠DHG) = 1/2*180° = 90°
Therefore the missing angle a is:
∠a = 180° - (m∠PGH + m∠GHD) = 180° - 90° = 90°
leo scored 3 out of every 4 questions on a exam. What percentage of the questions did he get right
What is the answer to | 6-4|-|3-8|
Answer:
-3
Step-by-step explanation:
Let's do the sums, and let's remember that the absolute value of a number is the number itself if positive, or it's opposite if negative [tex]|6-4|-|3-8|= |2| -|-5|=2-5=-3[/tex]
Kevin drank
2
3
liter of water Monday before going jogging. He drank
5
7
liter of water after his jog. How much water did Kevin drink altogether? Write your answer as a mixed number.
Answer:
80 Liters
Step-by-step explanation:
23 + 57 = 80
80 = 57 + 23
How can i answer this question
Answer: 10g+6h+8
So none of the above I think
Step-by-step explanation:
Answer:
It should be C none of the above
what are the next three terms in the sequence below? 2, 5, 10, 50, ___, ___, ___
Answer:
2, 5, 10, 50, 55, 275, 280
Step-by-step explanation:
hope this heled you.. :)
Solve for x.
(x+16)
(4x-5)°
11
7
9
13
Answer:
4
3
+
5
9
2
−
8
0
Step-by-step explanation:
the ratio of boys and girs at rotterdam high school is 3:5. there are 160 students at the school calculate the number of boys and the number of girls at rotterdam high school
Answer:
There are 60 boys and 100 girls at Rotterdam High SchoolStep 1: Add the ratios
=> 3 + 5=> 8Step 2: Divide 160 by 8.
=> 160 ÷ 8=> 20Step 3: Multiply.
=> Total students of boys: 20 x 3 = 60 students=> Total students of girls: 20 x 5 = 100 studentsTherefore, there are 60 boys and 100 girls at Rotterdam High School
Hoped this helped.
[tex]BrainiacUser1357[/tex]
what is the value of 5/6 divded by 1/2 helpi am bad at math
Answer:
5/3 or 1 2/3
Step-by-step explanation:
when you multiply fractions, you must 'multiply by the reciprocal'
you keep the first fraction the same, then you change the operation to multiplication, and finally you flip the second fraction so the denominator becomes the numerator and vice versa
5/6 ÷ 1/2 is the same as 5/6 × 2/1 = 10/6
always reduced to lowest terms when you can . . .
10/6 equals 5/3
Answer:
1.6667 as a decimal
Step-by-step explanation:
Hope this helps! Have a great rest of your day!
find the derivative of x³/tanx
Answer:
Below.
Step-by-step explanation:
We apply the quotient rule:
dy/dx = ( tanx * 3x^2 - x^3 * sec^2x) / (tan^2 x)
= x^2( 3tanx - xsec^2x) / tan^2x
Challenge question? Thanks.
Answer:
x=15
Step-by-step explanation:
the basic property is: AB/AD=BC/CD, for more info see the attachment.
What do the following two equations represent?
. 4x + 2y = 10
• 4x – 2y = –10
Choose 1 answer:
The same line
Distinct parallel lines
Perpendicular lines
Intersecting, but not perpendicular lines
Answer:
Intersecting but not perpendicular
Step-by-step explanation:
2y=-4x+10= Y=-2x+5
-2y=-4x-10= Y=2x+5
Find the equation of a line perpendicular to y= 3x + 7 that passes through the
point (9,-7).
Answer:
[tex]y=-\frac{1}{3}x-4[/tex]
Step-by-step explanation:
To find the slope perpendicular to this, take the negative reciprocal of the slope. Basically, invert both the fraction and the negative/positive so that 3 becomes -1/3.
Now, using the new slope and the given point, we can find the y-intercept. Plug the 3 known variables into the equation:
[tex]y=mx+b\\-7=(-\frac{1}{3})(9)+b[/tex]
Then, solve for b:
[tex]-7=-3+b\\-4=b\\b=-4\\[/tex]
Finally, with both the slope and the y-intercept, you can write the equation of the line:
[tex]y=-\frac{1}{3}x-4[/tex]
What is the slope of the line that connects the points (5, 4) and (-3, 3)?-1/8 1/8 8 -8
Answer: 1/8
Step-by-step explanation: 3-4 = -1
-3-5= -8
-1/-8=1/8
Write as an equation/inequality: "The product of four and a number is the sum of the number and twelve."
Answer: 4x = x+12
Step-by-step explanation:
Given 1 || m , find the value of %.
(7x - 1)
125"
m
Find x
We know that 7x - 1 must equal 125 because of Alternate interior angles. Now, let's solve for x.
Step-by step solution:=> 7x - 1 = 125=> 7x = 126=> x = 126 ÷ 7=> x = 18Conclusion:Therefore, we can conclude that x = 18.
Hoped this helped.
[tex]BrainiacUser1357[/tex]
[tex]\\ \tt\Rrightarrow 7x-1=125[/tex]
[tex]\\ \tt\Rrightarrow 7x=125+1[/tex]
[tex]\\ \tt\Rrightarrow 7x=126[/tex]
[tex]\\ \tt\Rrightarrow x=126/7[/tex]
[tex]\\ \tt\Rrightarrow x=18[/tex]
I need help with this math problem. .
Answer:the answer is a
Step-by-step explanation:
The solution of the equation 3 + 5 (t-1) = 33 is ________.
Answer:
the solution is = 7
[tex]3 + 5(t - 1) = 33 \\ = > 3 + 5t - 5 = 33 \\ = > 5t = 33 - 3 + 5 \\ = > 5t = 30 + 5 \\ = > 5t = 35 \\ = > t = \frac{35}{5} \\ = > t = 7[/tex]
Answer:
7
Hope you could get an idea from here.
Doubt clarification - use comment section.
Brinda has come to her aunt's place and wants to play a game on the computer. The computer is shown in the figure. She presses the button marked A and is surprised to find that the computer starts immediately and there is already a file open. Which of the following is the best explanation of what happened?
Answer:
she clicks the file
Step-by-step explanation:
Lola's Suds costs $3.48 for a 12 ounce bottle. Bill's
Bubbles cost $1.60 for a 12 ounce bottle. Which
bottle cost less per ounce?
Answer: Bill's $0.1333333 per oz
Step-by-step explanation:
7 Point Question Tyler was trying to prove that all rhombuses are similar. He thought, “If I draw 2 rhombuses, I can find dilations that will take one rhombus exactly onto the other.” Then he wrote a proof. However, all rhombuses are not similar. Which steps in Tyler’s proof have flaws? Explain what is wrong with each step that is wrong. Step 1: Let ABCD and WXYZ be rhombuses. By the definition of a rhombus, AB≅BC≅CD≅DA and WX≅XY≅YZ≅ZW. Step 2: Dilate rhombus ABCD by the scale factor given by $$ WX AB. Side A'B' will be the same length as WX because of how I chose the scale factor. Because all sides of a rhombus are congruent, B'C' will be the same length as WX and therefore the same length as XY, C'D' will be the same length as YZ, and A'D' will be the same length as WZ. That means all the corresponding sides of A'B'C'D' and WXYZ will be the same length. Step 3: If all the sides in 2 figures are proportional, then those 2 figures are similar, so there must be a sequence of transformations that take ABCD onto WXYZ using dilations and rigid motions. Step 4: Translate A'B'C'D' by the directed line segment A'W so that A″ and W coincide. Step 5: Rotate A″B″C″D″ by angle B″WX so that B‴ and X coincide. Now segments A‴B‴ and WX coincide. Step 6: If needed, reflect A‴B‴C‴D‴ over segment WX so that D⁗ and Z are on the same side of WX. Now segments A⁗D⁗ and WZ coincide. Step 7: Once 3 vertices of the rhombus are lined up, the other vertex has to line up as well or else the shapes wouldn’t be rhombuses. So, we have shown we can use rigid motions and dilations to line up any 2 rhombuses, and therefore, all rhombuses are similar. (Select all that apply.) Step 1 is incorrect. The definition of a rhombus does not say that all the sides are equal. Step 2 is incorrect. The scale factor is not $$ . Step 3 is incorrect. It is only true for triangles that if all the side lengths in a figure are proportional, the figures must be similar. Step 4 is incorrect. Translating by the directed line segment
A rhombus can have the same shape and dimension as a square or a
parallelogram, therefore, all rhombuses are not similar.
A step in the proof that have flaws is step 3.Reasons:
By reading through the given steps, we have, the first step that is incorrect
is step 3.
Step 3: The requirement for the similarity of two figures based on the
proportionality of the corresponding sides of the figures is related with
triangles as given by the triangle proportionality theorem.
This is so because, the lengths of the sides of a triangle depends on the
opposite interior angle, while the side of a rhombus can have a
combination of large length and and acute angle.
Two rhombuses that have proportional sides may be dissimilar,
because they can have different interior angles.
Therefore;
The step in Tyler's proof that have a flaw is Step 3
Learn more about similarity between geometric figures here:
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A plane travels 460 miles per hour. how many miles does the plane travel in feet per second?
Answer:
674.667 feet per second
f(x) = 8x-3 and g(x) =4x +5; find (f /g) (x)
Answer:
32x + 37
Step-by-step explanation:
f(g(x)) = 8(4x+5) - 3
= 32x + 40 - 3
= 32x + 37
Find the gradient of the line segment between the points (-6,2) and (4,10).
Give your answer in its simplest form.
Answer:
3
Step-by-step explanation:
gradient/slope/m formula:-
(-6,2) (4,10).
m=(10-4)/(-4-6)
m=6/2
m=3
Simplify. Dividing radicals
Answer:
[tex]\frac{\sqrt[4]{15} }{16}[/tex]
Step-by-step explanation:
You cannot leave a radical in the denominator, so the first step is to get rid of it. The way you do that is by multiplying the radical in the denominator by itself over itself because anything over itself is equal to 1. So, for example in this problem:
[tex]\frac{\sqrt{15}}{\sqrt{16} } *\frac{\sqrt{16}}{\sqrt{16} }[/tex]
From here you multiply straight across. The numerator will be equal to [tex]\sqrt{240}[/tex] and the denominator will be 16 because any radical multiplied by itself cancels the radical out and just equals the number inside of the radical. The last step is to simplify the numerator. You do this by finding factors of 240 which are:
1 * 2402 * 1203 * 804 * 605 * 486 * 408 * 3010 * 2412 * 2015 * 16You want to use the greatest factor you have so you can break it down easier which in your case is (15 * 16). From here you simplify each of those numbers until you have a duplicate of something. The greatest factor of 15 is 3 * 5, so that won't simplify because there are no duplicate numbers. The greatest factor of 16 is 4 * 4 which means that it will simplify. When you are simplifying the duplicate (4) always goes outside of the radical and the non-duplicate (15) always goes on the inside of the radical. Your answer should look like this:
[tex]\frac{\sqrt[4]{15} }{16}[/tex]
3 out of every 5 students in Mrs. Wilson's class have brown eyes. There are 20 students in Mrs. Wilson's class. How many of the students in Mrs. Wilson's class have brown eyes?
Answer:
12
Step-by-step explanation:
So there is 3:5 right, so 20 divided by 5 equals 4, there are four 5's in 20. Then 4 multiplied by 3 equals 12. So there are 12 students that has BROWN EYES.
Hope I Helped You :)
Based on the information marked in the diagram, AABC and ADEF must be congruent.
True or false
We conclude that the triangles are congruent, so the statement is true.
Are the two triangles congruent?We can see two right triangles ABC and DEF.
In the diagram, we can see that BA = CE, and BC = EF.
And because both are right triangles, we can conclude that FD is equal to AC.
So the 3 sides are equal in both triangles, then we can conclude that the triangles are congruent.
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3x-17=x+3 in form ax+b=c
Answer:
20/3 or 6.66
Step-by-step explanation:
3x-17=x+3 3x=20+x x=20/3+x 20/3 6.66---
What is the counter example for the conditional below? if a number is divisible by 6, then it is divisible by 18.
Answer:
24 is divisible 6 but not 18.
Step-by-step explanation:
The statement in the question is not true. So a counterexample is an example of the statement being false. Consider 24. 24 is divisible by 6, but 24 is not divisible by 18.
The counter example for the expression where a number is divisible by 6 then alternatively it will be divisible by 18 is when the number is 24 or 30
What is an Equation?
Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the equation be represented as A
Now , the value of A is
Let the number be n
The number n is divisible by 6
And , the number will be divisible by 18 when it is divisible by 6
Substitute the value of n = { 24 , 30 }
The number n = 24 is divisible by 6 but not divisible by 18
And , The number n = 30 is divisible by 6 but not divisible by 18
Hence , the expression is not valid
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- 12 \geq - 2 x - 15
[tex] - 12 \geqslant - 2x - 15[/tex]
what is this answer??? plssss help gotta get it done by tomorrow
Answer:
x= -3/5
Step-by-step explanation:
-12>= -2x-15
add 15 to both sides 3>= -2xdivide by -23/-2=x