Which of these angle pairs are congruent because they are corresponding
angles?

Answer: x=1 or x=−1

Step-by-step explanation: Step 1: Add 6 to both sides.

x2−6+6=−5+6

x2=1

Step 2: Take the square root.

x=±√1

BRAINLESS

Answer:

Step-by-step explanation:

a.) c = 9

To get a perfect square you must divide the bx or 6x in this situation then square it.

6/2 = 3

3^2 = 9

b.) (x - 1)(x - 5)

x^2 - 6x + 9 = -5 + 9

x^2 - 6x + 9 = 4

x^2 - 6x + 9 - 4 = 4 - 4

x^2 - 6x + 5 = 0

(x - 1)(x - 5)

x - 1 = 0

x = 1

x - 5 = 0

x = 5

Answer:

GOOD AFTERNOON

UR ANSWER IS ::

Step-by-step explanation:

2

510.1 milion km

Answer:

first one is x=3

Step-by-step explanation:

Answer:

Southwest

Step-by-step explanation:

Southwest always has good timing.

Answer:

SouthWest airlines

Step-by-step explanation:

It is the best Airlines and will always arrive on time

Answer:

I don't know, I kind of wonder the same thing sometimes. But everyone understands things at a different rate, so that's why I'm here helping people by answering their questions and doing my best to explain how I got there.

thank you for the free points though :)

Answer:

because they are over thinking easy thing and getting stressed out.

Step-by-step explanation:

this is what happened to me

Answer:

Answer: c) S=20R+60

Step-by-step explanation:

Linear Model

The chart supplied shows the number of rows (R) in an auditorium and the total of seats (S).

We'll find the equation that relates them. The equation of a line can be expressed in the slope-intercept form:

S = mR + b

Where m is the slope and b is the intercept.

The slope is found by:

[tex]\displaystyle m=\frac{S_2-S_1}{R_2-R_1}[/tex]

We'll use two sample points (20,460) and (45,960):

[tex]\displaystyle m=\frac{960-460}{45-20}=\frac{500}{25}[/tex]

m = 20

The value of b can be found by using one of the points, for example (20,460), and having m=20:

460 = 20*20 + b

Thus: b = 460 - 400 = 60.

The equation is:

S = 20R + 60

You can test the other points and check they belong to the same line.

Answer: c) S=20R+60

Answer:

17.1

Step-by-step explanation:

Answer 17. 1

Step-by-step explanation:

Answer: x= -1

Step-by-step explanation:

1 Subtract 44 from both sides.

x=3-4x=3−4

2 Simplify  3-43−4  to  -1−1.

x=-1x=−1

Answer:  x > -9     and x [tex]\leq[/tex] -1

Step-by-step explanation:

-5 < x + 4[tex]\leq[/tex] 3   To solve the inequality, subtract 4 from both sides or u can divide the whole thing into two inequalities like, -5 < x + 4    and x + 4 [tex]\leq[/tex] 3  and solve for each other.

-5 < x + 4 [tex]\leq[/tex] 3

-4         -4    -4

-9 < x [tex]\leq[/tex] -1        

or  

-5 < x + 4                     x +4 [tex]\leq[/tex] 3

-4          -4                          -4    -4

 -9 < x                              x ≤ -1

Answer:

tell me if am wrong.

Step-by-step explanation:

1 bucket=7.05kg

20 bucket=20*7.05=141 kg

the mass  of 20 bucket is 141 kilogram(kg)

Answer:

The answer is D. (-2,-4) and (4,8). These are the two points that the two lines intercept.

Answer:

Step-by-step explanation:MATHEMATICAL GOALS

This lesson unit is intended to help assess how well students are able to interpret and use scale

drawings to plan a garden layout. This involves using proportional reasoning and metric units.

COMMON CORE STATE STANDARDS

This lesson relates to the following Standards for Mathematical Practices in the Common Core State

Standards for Mathematics, with a particular emphasis on Practices 1, 3, 4, 5, and 6:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

8. Look for and express regularity in repeated reasoning.

This lesson gives students the opportunity to apply their knowledge of the following Standards for

Mathematical Content in the Common Core State Standards for Mathematics:

7.G: Draw, construct, and describe geometrical figures and describe the relationships between

them.

Solve real-life and mathematical problems involving angle measure, area, surface area,

and volume.

7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and

equations.

7.RP: Analyze proportional relationships and use them to solve real-world and mathematical

problems.

INTRODUCTION

This lesson unit is structured in the following way:

• Before the lesson, students work individually on a task designed to reveal their current levels of

understanding. You review their responses and create questions to help them improve their work.

• At the start of the lesson, students reflect on their individual responses, before producing a

collaborative improved solution to the task. Then, in the same small groups students analyze

sample responses. They then discuss as a whole-class the methods they have seen and used.

• In a follow-up lesson, students reflect on their work. If time allows, an extension task is available.

MATERIALS REQUIRED

• Each student will need a copy of Design a Garden and Garden Plan, some blank paper, a miniwhiteboard, pen, and eraser, and the How Did You Work? questionnaire. The Garden Plan should

be copied at exactly 100% scale so the measurements are accurate. If this is not possible,

photocopy the rules on S-3, one rule per student, which should then match the Garden Plan

measurements. It will be useful to have spare copies of the Garden Plan.

• Each small group of students will need a new copy of the Garden Plan, the Assistants’ Methods, a

glue stick, felt-tipped pen, and a sheet of poster paper. For the optional extension Mandy’s Second

Email will be needed. Provide short rules, meter rules, string, protractors, scissors, glue, card,

plain paper, graph paper, and colored pencils for students who choose to use them.

TIME NEEDED

20 minutes before the lesson, a 110-minute lesson (or two 60-minute lessons), and 10 minutes in a

follow-up lesson. Actual timings will depend on the needs of your students.

Answer:

D). Mode

Step-by-step explanation:

I hope this helps!! Have a good day!

Answer:

they all are.

Step-by-step explanation:

They all are a measure of central tendency Standard deviation is not. Hope this helps :D

Answer:

33 = k - 15

Step-by-step explanation:

This question can be solved but if your asking about equation 33 = k - 15 is it, because 33 is the total and 15 is less than k, whenever you see less than the number before is always the number telling the other number to subtract, such as 44 is 16 less than a number, the answer will be 44 = x - 16.

Answer:

6 1/10

Step-by-step explanation:

You multiply the left fraction by 5 and the right by 2 so the denominators come out equally as 10 which makes your new fractions, 4 5/10 and 1 6/10 then add them together and it would be 5 11/10 and you break it down so it’s 6 with 1 left over making it 6 1/10

Answer:

the last one

Step-by-step explanation:

Answer: 1.13043478 times

Step-by-step explanation:

Answer:

D. 8/5 x

Step-by-step explanation:

Answer:

8/5 x

Step-by-step explanation:

Step-by-step explanation:

please see it my step work solution

Answer:

they all all right

Step-by-step explanation:

growth

decay

growth

Answer:

The answer is c: -42

Step-by-step explanation:

Because f(8): 6(1-8) is 6(-7) so is -42.

Answer: 1304.7

Step-by-step explanation: just took test

Answer: s = 6

Step-by-step explanation:

just simply divide both sides.

12s / 12 = 72 / 12

s = 6

Answer:

a and d

Step-by-step explanation:

it has a ratio comparison

Answer:

282.5 yards.

Step-by-step explanation:

565 divided by 2 is 282.5.

Answer:

A

Step-by-step explanation:

I am not sure but I think A

Answer:

a) 22583

b) 37345

Step-by-step explanation:

Divisibility by 11

Rule: A number passes the test for 11 if the difference of the sums of alternating digits is divisible by 11.

For example, the number 14982 is divisible by 11. Sum the digits

1+9+2=12

4+8=12

Subtract them: 12-12=0. Since 0 is divisible by 11, then the number also is.

The number 745102 is not divisible by 11:

7+5+0=12

4+1+2=7

12-7=5. 5 is not divisible by 11.

a) 2_583. Let's call X to the unknown digit 2X583

2+5+3=10

X+8 should be 10 or 21, so 10-10=0 or 21-10=11 are divisible by 11, but X cannot be greater than 9, thus

X+8=10 => X=2. The number is 22583

b) 37X45

4+7=11

3+X+5 should be 11 or 21. Again, X must be less than 10, thus

3+X+5=11 => X=3. The number is 37345

Answer:

21

Step-by-step explanation:

30 ÷ 100 x 70

My Answer:

21  bikini styles

Step-by-step explanation/math I took to do the problem:

30 ÷ 100 x 70

I belive it is assets