Central angle ACD of circle C has a measure of 50 degrees. What is the measure of arc AD? What is the measure of inscribed angle ABD?


Please help!

Answer:

Step-by-step explanation:

The answer is A, just got it wrong because I selected b. Answer is A.

[tex] \qquad \qquad\large\rm{Together \: We \: Go \: Far!} \\ \qquad \qquad \sf \small{\red{♡}\:Swifties\:\red{♡}}[/tex]

Question :-

Answer :-

[tex] \rule{180pt}{3pt}[/tex]

Diagram :-

[tex]\setlength{\unitlength}{1mm}\begin{picture}(5,5)\thicklines\multiput(-0.5,-1)(26,0){2}{\line(0,1){40}}\multiput(12.5,-1)(0,3.2){13}{\line(0,1){1.6}}\multiput(12.5,-1)(0,40){2}{\multiput(0,0)(2,0){7}{\line(1,0){1}}}\multiput(0,0)(0,40){2}{\qbezier(1,0)(12,3)(24,0)\qbezier(1,0)(-2,-1)(1,-2)\qbezier(24,0)(27,-1)(24,-2)\qbezier(1,-2)(12,-5)(24,-2)}\multiput(18,2)(0,32){2}{\sf{2 \: cm}}\put(9,17.5){\sf{8.2 \: cm}}\end{picture}[/tex]

Solution :-

As per the provided information in the given question, we have been given that the diameter of the cylinder is 4 cm. Thus, the radius of the cylinder is 2 cm. The height of the cylinder is 8.2 cm. We have been asked to find or calculate the surface area of the cylinder.

To calculate the surface area of the cylinder, we will use the formula below :-

[tex]\bigstar \:\:\:\boxed{\sf{\:\:Surface \: Area_{(Cylinder)} = 2\pi r^2 + 2\pi rh \:\:}}[/tex]

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

[tex]\sf:\implies Surface \: Area_{(Cylinder)} = 2\pi r^2 + 2\pi rh[/tex]

[tex]\sf:\implies Surface \: Area_{(Cylinder)} = (2)(3.14)(2 \: cm)^2 + (2)(3.14)(2 \: cm)(8.2\:cm) [/tex]

[tex]\sf:\implies Surface \: Area_{(Cylinder)} = (2)(3.14)(4 \: cm^2) + (2)(3.14)(16.4\:cm^2) [/tex]

[tex]\sf:\implies Surface \: Area_{(Cylinder)} = (2)(12.56 \: cm^2) + (2)(51.496 \: cm^2) [/tex]

[tex]\sf:\implies Surface \: Area_{(Cylinder)} = 25.12 \: cm^2 + 102.992 \: cm^2 [/tex]

[tex]\sf:\implies \bf{Surface \: Area_{(Cylinder)} = 128.112 \: cm^2}[/tex]

Therefore :-

[tex]\\[/tex]

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Have a great day! <33

Answer:

I don;t know what the question is but I know that z is an imaginary number.

Step-by-step explanation:

z=-302+19.3i

that means that it doesn't represent an actual number but is imaginary.

An imaginary number is a complex number that can be written as a real number multiplied by the imaginary unit i, which is defined by its property i2 = −1. The square of an imaginary number bi is −b2. For example, 5i is an imaginary number, and its square is −25.

Answer:

The 1st one, the 3rd one, and the 4th one.

Step-by-step explanation:

Answer:

1.8

Step-by-step explanation:

ADC is a right angled triangle. So is ADB.

For right angled triangle ADC,

[tex] {ad}^{2} + {dc}^{2} = {ac}^{2} \\ {x}^{2} + {3}^{2} = {4}^{2} \\ {x}^{2} + 9 = 16 \\ {x}^{2} = 16 - 9 = 7 \\ x = \sqrt{7} [/tex]

For right angled triangle ADB,

[tex] {ad}^{2} + {db}^{2} = {ab}^{2} \\ 7 + {y}^{2} = {3.2}^{2} \\ 7 + {y}^{2} = 10.24 \\ {y}^{2} = 10.24 - 7 \\ {y}^{2} = 3.24 \\ y = \sqrt{3.24} \\ y = 1.8[/tex]

Answer: A. x- 8x= 70

Step-by-step explanation: if x equals 10 then subsitute x for 10 in the equation this gets you 8(10) - 10 = 80

and 80 - 10 = 70 so

8(10) = 80

so 80 - 10 = 70

hope this helps mark me brainliest if it helped

Answer: -4y + 4

Step-by-step explanation: 12 + 3y - 8 - 7y

                                              12 + 3y + -8 + -7y

                                             (3y + -7y) + (12 + -8)

                                             = -4y + 4

Answer:

51 feet

Step-by-step explanation:

Since it's an isosceles triangle, the only side that would be unequal to the other two would be the base, so the base would be the side of 60 feet. Subtract that 60 feet from the given perimeter to get 102. Divide that number by two to get 51 feet as the lengths of the other two sides.

Answer:

Each of the other two sides are 51 feet.

Step-by-step explanation:

Take the perimeter, 162, minus one side, 60.

162 - 60 = 102

Divide 102 by 2 to find the length of each of the other two sides

102/2 = 51 feet

The nth term rule of the given linear sequence is -8n + 23. It follows the pattern of subtracting 8 from the previous term. So, each term in the sequence is obtained by -8n + 23.

The nth term rule of the given linear sequence is -8n + 23.

To find the nth term rule, we can observe that each term is obtained by subtracting 8 from the previous term. Therefore, the sequence follows the pattern:

So, we can generalize the sequence as -8n + 23, where n represents the position of the term in the sequence.

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Answer:

70    25 centavo pieces

60    5 centavo pieces

Step-by-step explanation:

Let x = number of 25 centavo pieces

y = number of centavo pieces

The total number of pieces is 130

x+y = 130

The total amount is 20.50

.25x+.05y =20.50

Solve for y

x+y = 130

y = 130-x

Substitute into

.25x+.05y =20.50

.25x +.05(130-x) = 20.50

Distribute

.25x +6.5-.05x = 20.50

Combine like terms

.2x +6.5 = 20.50

Subtract 6.5 from each side

.2x +6.5-6.5 = 20.5-6.5

.2x =14

Divide each side by .2

.2x/.2 = 14/.2

x = 70

Now we can solve for y

y = 130-x

y = 130-70

y = 60

Answer:

25-centavo: 70 coins

5-centavo: 60 coins

Step-by-step explanation:

x + y = 130

25x + 5y = 2050

5x + y = 410

y = 410 - 5x

x + 410 - 5x = 130

4x = 280

x = 70

y = 410 - 5(70) = 60

One unbiased suggestion is to create an online survey with a variety of activity options and allow students to anonymously vote for their preferences.

To ensure an unbiased approach in determining the activities for the end-of-the-school-year event, the student council can implement an online survey. This method allows all eighth-grade students to participate anonymously, eliminating potential biases based on social dynamics or peer pressure.

The survey should include a range of activity options, including both indoor and outdoor activities, sports, games, arts and crafts, and any other activities that may appeal to a diverse group of students. Additionally, students should have the option to suggest their own activity ideas to ensure that all interests are represented.

To further promote fairness, the survey should be distributed widely to all eighth-grade students through school email, online platforms, or even paper flyers if necessary. The survey should clearly state the purpose of gathering feedback and reassure students that their responses will be kept confidential.

After collecting responses, the student council can analyze the data to identify the most popular activity choices among students. This data-driven approach ensures that the end-of-the-school-year event reflects the interests and preferences of the majority of eighth-grade students, promoting inclusivity and fairness.

Overall, implementing an online survey provides an unbiased and transparent method for gathering feedback and making decisions about the event, ultimately enhancing the experience for all students involved.

Answer:

5.28835

Step-by-step explanation:

Answer:

GDE=47°

DGE=90°

so DEG=180°-137°=25°

Answer:

43°

Step-by-step explanation:

Every triangle adds up to 180.

Since it is a rhombus, the central angle is 90.

180 - 90 = 90

90 - 47 = 43

Answer:

(-8,0) is the answer

Step-by-step explanation:

x,y = (-8,0)

or  

x/y = -8/0

We use x,y = 8,0 if the relationship if it was between L and K

The question states '' between point K and point L'' so it becomes -8,0 for x,y relationship.

Have attached trigonometry word doc for some guidance with picture memory trigonometry non related for someone to print out.

Hope the above helped.

Answer:

  No

Step-by-step explanation:

You want to know if (x, y) = (3, -3) is a solution to y ≤ -5x +3y.

Put the value where the variables are and see if the statement is true:

  -3 ≤ -5(3) +3(-3)

  -3 ≤ -15 -9

  -3 ≤ -24 . . . . . . False. Therefore, (3, -3) is NOT a solution.

__

Additional comment

We can rearrange the inequality to make comparison easier:

  5x ≤ 2y . . . . . . . add 5x-y to both sides

Since x is positive and y is negative, this cannot possibly be true.

Answer:

X is equal to 37

Step-by-step explanation:

The angle between lines a and b in image is 37 degrees.

The image shows a line segment with a label `37` above it and two arrows pointing in opposite directions. The arrows represent the two lines, a and b, which intersect at the midpoint of the line segment. The angle between the two lines is marked with an arc.

To find the angle between two lines, we can use the following formula:

tan(θ) = (m2 - m1) / (1 + m1m2)

where: θ is the angle between the two lines

m1 and m2 are the slopes of the two lines

In this case, the slopes of the two lines are equal, so the angle between them is 90 degrees. Therefore, the answer is 37 degrees.

For such more questions on angle

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Seven less than a number is the same as [ n - 7 ]

Is at most twenty-three [ = 23 ]

Put the expression together:

n - 7 = 23

Solve for n if needed:

n - 7 = 23

~Add 7 to both sides

n - 7 + 7 = 23 + 7

~Simplify

n = 30

Best of Luck!

Final answer:

The student's question is about solving an inequality in mathematics. The inequality '7 less than a number is at most 23' is written as x - 7 ≤ 23 and solved to find that x can be any number up to and including 30.

Explanation:

The student is dealing with an inequality problem in mathematics. The phrase '7 less than a number is at most 23' translates to the inequality x - 7 ≤ 23, where x represents the unknown number. To solve for x, you would perform the following steps:

Add 7 to both sides of the inequality to isolate x on one side: x - 7 + 7 ≤ 23 + 7, which simplifies to x ≤ 30.

Therefore, the number x can be any number up to 30, including 30 itself, to satisfy the inequality.

This inequality demonstrates an important concept in mathematics: understanding and solving equations and inequalities.

Answer:

B)3 = 5x2 – 10x

D)8 = 5(x2 – 2x + 1)

G)  = (x – 1)2

Step-by-step explanation:

Given quadratic : 3 - 4x = 5x2 - 14x

We need to apply completing the square to solve the equation.

First step is to get rid 4x from left side.

We can add 4x on right side to get rid from left side.

3 = 5x^2-14x+4x

On simplifying this step, we get

3 = 5x^2-10x

Now, we need to factor out 5 from right side to get the coefficient of x^2 as 1.

We get,

3 = 5(x^2-2x)

Now, coefficient of x is -2. So, we need to add half of the square of -2.

-2/2 = -1.

And square of -1 is 1.

Therefore, adding 1 inside parenthesis and 5×1 = 5 on left side, we get

3+5 = 5(x^2 -2x+1)

8 = 5(x^2 -2x+1)

Let us find the perfect square of (x^2 -2x+1).

(x^2 -2x+1) = (x-1)^2

Therefore, we get

8 = 5(x-1)^2.

So, the above highlighted are steps in the process of completing the square.

Answer:

2nd 4th and 7th on edg

Step-by-step explanation:

Answer:

he needs to catch up by 5 pages

Step-by-step explanation:

Answer:

1. y = 35x

2. y = 30x + 1

3. y = 35x

   y = 30 x + 1

4. Its more convenient to substitute y because It's easier.

    35x = 30(x + 1)

5.  35x = 30x + 1

    35x = 30x + 30

    35x -30x = 30

    5x = 30

    x = 6    (30/5 = 6)

    35 x 6 = 210 (y)

6. Both people have read 210 pages and it takes amir 6 days to catch up.

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

If you unfold it you get shape B

Answer:

B.

Step-by-step explanation:

Answer:

One solution: (6,1)

Step-by-step explanation:

2 x- 4 y = 8

x - 2y = 4

x = 4 + 2y

x + y = 7

4 + 2y + y = 7

3y = 3

y = 1

x = 4 + 2(1)

x = 6

One solution: (6,1)

Answer:

2 x- 4 y = 8

x + y = 7

y= 7-x-----------(1)

2 x- 4 y = 8

on substitution

=>2x -4(7-x)= 8

=>2x -28+4x = 8

=>6x= 36

=>x= 6

From (1)

y= 7-6= 1

Therefore, the system have 1 solution

(6,1)

Answer:

I think its 3.0

Step-by-step explanation:

Answer:

5

Step-by-step explanation:

3x = 2x + 5

3x - 2x = 2x - 2x +5

1x = 5

x = 5

That number is 5

By letting the unknown number be x, we solve the equation 3x = 2x + 5 and find that x equals 5.

Let's denote the unknown number as x. According to the problem, triple a number is the same as double the number increased by five. This can be expressed using the equation:

⇒ 3x = 2x + 5

To isolate x, we can subtract 2x from both sides of the equation:

⇒ 3x - 2x = 2x + 5 - 2x

Which simplifies to:

⇒ x = 5

This means the unknown number is 5. Triple of 5 is 15, and double of 5 plus 5, which is also 15, confirming that the solution is correct.

Therefore, the number that triples to become the same as double the number increased by five is 5.

Answer:

Step-by-step explanation:

8.2 + 3 = 100

11.2 - 100

= - 88.8

Answer:

I think it's 92.6571429

Step-by-step explanation:

did the math

Answer: 2

[tex]3x^3y+5x^2+y+9[/tex]

To solve this problem, we can set up a system of equations and use elimination to find the values of x and y. After solving, we find that 40 pounds of chocolate are used to make the 30-pound mixture.

To solve this problem, we can set up a system of equations. Let's call the amount of chocolate used x pounds and the amount of nuts used y pounds. We know that the total amount of candy is 30 pounds, so we can write the equation x + y = 30. We also know that the cost per pound of chocolate is $4 and the cost per pound of nuts is $2.50, and the cost per pound of the candy is $3.50, so we can write the equation 4x + 2.50y = 3.50(30).

To solve this system of equations, we can use substitution or elimination. Let's use elimination. Multiply the first equation by 2.50 to match the coefficients of y. We get 2.50x + 2.50y = 75. Subtract this equation from the second equation: (4x + 2.50y) - (2.50x + 2.50y) = (3.50(30)) - 75. Simplify the equation to get 1.5x = 60. Divide both sides by 1.5 to find that x = 40. Now substitute this value of x into the first equation to find y. 40 + y = 30, so y = -10.

Since we can't have a negative amount of nuts, we know that our solution for y is extraneous. Therefore, 40 pounds of chocolate are used to make the 30-pound mixture.

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Answer:

9w(2w+3)

Step-by-step explanation:

18 w^2 = =2*9*w*w=2*3*3*w*w

27w = 3*9*w=3*3*3*w

We can factor out 3*3*w = 9w

3*3*w(2*w+3)

9w(2w+3)

Answer:

9w(2w+3)

Step-by-step explanation:

just trust

Final answer:

To find the unknown side lengths of a rectangle with a perimeter of 14 units and one known side length of 4 units, use the perimeter formula, resulting in the unknown sides being 3 units each.

Explanation:

To find the unknown lengths of the sides of a rectangle when one side length is 4 units and the perimeter is 14 units, first understand that the perimeter of a rectangle is calculated using the formula 2(length + width). Since the perimeter is 14 units, we can set up the equation 2(l + 4) = 14, where l represents the unknown length.

Dividing both sides by 2, we get l + 4 = 7. Subtracting 4 from both sides yields l = 3 units. Therefore, the lengths of the two unknown sides are 3 units each, as a rectangle has two pairs of sides of equal length, indicating the width in this case is 3 units.