Answer:
24% could be going to school by walking
Step-by-step explanation:
By adding the given percentages of students traveling by car, bus, and bike, and subtracting from 100%, we find that 24% of students use other methods to travel to school.
Explanation:To find the other method of traveling to school not mentioned among car, bus, and bicycle, we first need to add up the provided percentages for these modes of transportation: 20% (car) + 48% (bus) + 8% (bike) = 76%. Since all the percentages must add up to 100%, we subtract the sum of these percentages from 100% to determine the remaining percentage. Therefore, 100% - 76% = 24%. So, 24% of students travel to school by other methods that are not specified (walking, skateboarding, etc.).
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Gabrielle and John each
wrote the prime factorization of 64. Analyze
their work and explain any errors.
Answer:
[tex]64=2 \cdot 2 \cdot 2 \cdot 2 \cdot 2 \cdot 2=2^6[/tex]
Step-by-step explanation:
Gabrielle and John each
wrote the prime factorization of 64.
64 can be break into 32 times 2
32 can be break into 16 times 2
16 can be break into 8 and 2
8 can be break into 4 times 2
4 can be break into 2 times 2
So 64 is equal to 2 times 2 times 2 times 2 times 2 times 2
[tex]64=2^6[/tex]
The question involves analyzing the prime factorization of the number 64, which should be 2¶. The correctness of Gabrielle and John's factorizations can be checked by ensuring the base is 2 and the power is 6. Any deviation from this would indicate a mistake in their factorization.
Explanation:The question concerns the prime factorization of the number 64. A prime factorization is the expression of a number as a product of prime numbers. For the number 64, which is a power of 2, the prime factorization should be 2¶ since 64 is 2 multiplied by itself 6 times (2 x 2 x 2 x 2 x 2 x 2).
If Gabrielle and John wrote their prime factorizations of 64 differently, at least one of them has made an error. To verify if their prime factorizations are correct, they should end up with the same base number, which is 2 in this case, raised to the same power, which should be 6 for the number 64. Any other combination of numbers in the factorization would be incorrect, since 64 is not divisible by any other prime numbers.
When analyzing their work, one should check if they thoroughly factored the number down to only prime numbers and did not mistakenly include a composite number or an incorrect exponent in the factorization. To correct errors, divide the number progressively by the prime number 2 until the quotient is 1. Each division step represents an exponent in the prime factorization of 64.
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Which list of decimal numbers is in ascending order?
0.13, 0.31, 0.04, 0.5
1.411, 1.2, 1.056, 1.007
12.252, 12.26, 12.387, 12.4
6.009, 6.015, 6.241, 6.2
Answer:
12.252, 12.26, 12.387, 12.4
Step-by-step explanation:
These are the only numbers in a series that are always increasing.
The first series (0.13, 0.31, 0.04, 0.5) and fourth series (6.009, 6.015, 6.241, 6.2) all have an area where they decrease (0.04 and 6.2 respectively).
The second series of numbers is in decreasing order, rather than increasing order. This can not be the answer.
Step-by-step explanation:
C. will be your answer.
Wich ratio is not equivalent to the other 3?
Ⓐ 2/3. Ⓑ 6/9
Ⓒ12/15. Ⓓ 18/27
Answer:
c 12/15
Step-by-step explanation:
Because you have to multiply 3 to the denominator and what ever you do to the denominator u have to do to the numerator so If u did 3 time 5 it would be 15 but if u do 5 time 2 it would be 10 not 12 because the unit rate fraction is 2/3 so u multiply 3 to each denominator and numerator since 2/3 is the unit rate fraction
Please HELP! How do I solve this?!?Thank you so much! Need help ASAP
Six equally share the cost of a gift. They pay $90 and receive 42$ in change. How much does each friend pay
Answer:
$8 each
Step-by-step explanation:
Cost of the gift= $90- $42= $48
Each friend pays: $48 divided by 6= $8
The total cost of the gift is $48, which is calculated by subtracting the change received ($42) from the amount paid ($90). Divided by six friends, each friend pays $8 for the gift.
Calculating Individual Payments for a Gift
To determine how much each friend pays for the gift, we first need to calculate the total cost of the gift. The friends together paid $90, and they received $42 in change. This means that the actual cost of the gift is the amount paid minus the change received:
Total cost of the gift = $90 - $42 = $48
Since six friends are sharing the cost equally, we divide the total cost by the number of friends to find out how much each person pays. To find the amount each friend pays:
Cost per friend = Total cost of the gift / Number of friends
Cost per friend = $48 / 6 = $8 per friend.
Therefore, each friend pays $8 for the gift.
A triangle with area 45 square inches has a height that is two less than four times the width. Find the width and height of the triangle.
Answer:
The width is 5 inches and the height is 18 inches.
Step-by-step explanation:
The area of a triangle can be calculated as:
A = w*h/2
where w is the width of the base, and h is the height.
then we have that:
w*h/2 = 45 in^2
and the height is 2 less than 4 times the width.
h = 4*w - 2in
then we have a system with 2 equations:
w*h/2 = 45 in^2
h = 4*w - 2in
We can replace the second one in the first one and solve it for w.
w*(4*2 - 2in)/2 = 45 in^2
2w^2 - w = 45in^2
2w^2 - w - 45in = 0
then we have to solve the quadratic equation:
the solutions are:
w = (1 +- √(1^2 - 4*2*(-45))/(2*2) = (1 + - √361)/4
where we have two solutions for w, one for each sign of the square root.
we obviously need to take the positive solution (because we can not have a negative length)
w = (1 + √361)/4 = 5in
now, we can replace it in the equation "h = 4*w - 2in" to get the height.
h = 4*5in - 2in = 18in
The width and height of the triangle can be calculated using the given information and the equations for the area of a triangle and the relationship between the width and height.
Explanation:The subject of this question is algebraic problem solving, specifically involving the concept of an area of a triangle. First, we need to remember that the area of a triangle is calculated using the formula A = 1/2 * base * height. We know that the area equals 45 square inches, so we can write an equation: 45 = 1/2 * width * height. Additionally, the question states that height is two less than four times the width, which is another equation: height = 4 * width - 2.
Now, we can substitute the height (which is 4 * width - 2) into our formula for the area. This gives us the equation: 45 = 1/2 * width * (4 * width - 2), which will allow us to solve for the width of the triangle. After solving for the width, we can use the equation height = 4 * width - 2 to find the height of the triangle.
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Melissa bought 3 loaves of freshly baked bread at a specialty bread shop. She paid twice as much for the whole grain bread as for the French bread, and $2.50 more for the cinnamon raisin bread than for the whole grain bread. She spent a total of $11.25 for the 3 loaves. If f represents the price of a loaf of French bread, which equations describe this situation? Select two answers
A.
f + f + (f + 2.50) = 11.25
B.
f + 2f + (f + 2.50) = 11.25
C.
f + 2f + (2f + 2.50) = 11.25
D.
2f + 2.50 = 11.25
E.
5f = 8.75
Answer:
Option C.
Option E.
Step-by-step explanation:
Let be "f" the price of a loaf of French bread, "w" the price of the grain bread and "c" the price of the cinnamon raisin bread.
We know that Melissa paid twice as much for the whole grain bread as for the French bread. This can be represented with this equation:
[tex]w=2f[/tex] [Equation 1]
Since she paid $2.50 more for the cinnamon raisin bread than for the whole grain bread, we can write this equation:
[tex]c=w+2.50[/tex] [Equation 2]
The total amount of money she spent was $11.25, then:
[tex]f+w+c=11.25[/tex] [Equation 3]
Now you must substitute the Equation 1 into the Equation 2:
[tex]c=2f+2.50[/tex] [Equation 4]
Substituting the [Equation 1] and the [Equation 4] into the [Equation 3], you get:
[tex]f+2f+(2f+2.50)=11.25[/tex]
If you simplify the equation, you get:
[tex]5f=8.75[/tex]
The correct equations that describe this situation are: A. f + f + (f + 2.50) = 11.25 and D. 2f + 2.50 = 11.25.
Explanation:The correct equations that describe this situation are:
f + f + (f + 2.50) = 11.252f + 2.50 = 11.25To solve this problem, let's assign variables to represent the prices. Let f be the price of a loaf of French bread. According to the information given, the whole grain bread costs twice as much as the French bread, so its price is 2f. The cinnamon raisin bread costs $2.50 more than the whole grain bread, so its price is (2f + 2.50). The total cost of the 3 loaves is $11.25, so we can set up the equations:
f + f + (f + 2.50) = 11.252f + 2.50 = 11.25Simplifying these equations gives us the correct choices A and D.
Three times a number increased by ten is equal to twenty less than six times the number. Find the number
Let the number be x. "Three times a number increased by 10" is mathematically translated as
3x + 10
"is equal" is mathematically translated as twenty less than six times the number" is mathematically translated as
6x - 20
The whole sentence "Three times a number increased by ten is equal to twenty less than six times the number" is translated as
3x + 10 = 6x - 20
We now solve the above linear equation to find the number x
3x - 6x = - 20 - 10
- 3x = - 30
x = 10
Check answer
Three times a number increased by ten : 3 × 10 + 10 = 40
Twenty less than six times the number : 6 × 10 - 20 = 40
Final answer:
The simple linear equation given can be solved by defining the unknown number as 'x', setting up the equation, and solving for 'x'. After isolating x on one side, the result is that x equals 10.
Explanation:
The question is a classic example of a simple linear equation in one variable. We can define a variable, let's call it x, to represent the number in question. The problem statement translates to the equation:
3x + 10 = 6x - 20
Now, let's solve for x by isolating it on one side of the equation:
Subtract 3x from both sides:
10 = 3x - 20
Add 20 to both sides to get:
30 = 3x
Finally, divide both sides by 3 to find x:
x = 10
Therefore, the number we are looking for is 10.
Help please anyone help please
Answer:
Answer is (-5,1)
Step-by-step explanation:
Plug in the values and find the only one in the shaded region.
Answer:
I think it would be D, (1,2)
a toy store orders jigsaw puzzles for 3 and sells them for 4.50, what is the percent of markup? Round your answer to the nearest tenth of a percent ,if necessary a) 20% b) 33.3% c) 50% d)66.7
Answer:
C
Step-by-step explanation:
THe markup is the difference between the Selling Price and Cost.
As a percentage, we would get the markup in terms of cost.
First,
Selling Price = 4.50
Cost = 3.00
So,
Markup = SP - Cost = 4.50 - 3.00 = 1.50
As a percentage, we would divide the markup by cost and then multiply the answer by 100. That's:
1.50/3 = 0.5 * 100 = 50%
THe markup is 50%
C is the correct answer.
Answer:
C
Step-by-step explanation:
The markup is the difference between the Selling Price and Cost.
As a percentage, we would get the markup in terms of cost.
First,
Selling Price = 4.50
Cost = 3.00
So,
Markup = SP - Cost = 4.50 - 3.00 = 1.50
As a percentage, we would divide the markup by cost and then multiply the answer by 100. That's:
1.50/3 = 0.5 * 100 = 50%
The markup is 50%
C is the correct answer.
Are the values of -3/0 and 0/-3 the same?
Explain how you know please.
Answer:
No
Step-by-step explanation:
-3/0 is actually undefined because dividing by zero is undefined but 0/-3=0 because 0 divided by anything is 0.
Match the reasons with the statements given. Given: A = B M is midpoint of Prove: AMC BMC 1. ∠A = ∠B, M is midpoint of AB Given 2. AM = MB Sides opposite = ∠s are = 3. AC = BC SAS 4. Triangle AMC congruent to Triangle BMC Definition of midpoint
Answer with Step-by-step explanation:
We are given that
M is the mid point of AB
[tex]\angle A=\angle B[/tex]
We have to match the reasons with statements given in proof.
Proof:
1.Statement:[tex]\angel A=\angle B[/tex], M is the midpoint of AB
Reason: Given
2.Statement:[tex]AM=MB[/tex]
Reason: Definition of midpoint
3.Statement:[tex]AC=BC[/tex]
Reason:Opposite sides of equal angle are equal.
4.Statement:[tex]\triangle AMC\cong \triangle BMC[/tex]
Reason:SAS Postulate
Answer:
Proof is below.
Step-by-step explanation:
Given: < A = < B , M is the midpoint of AB
Definition of midpoint: AM = MB
Sides opposite = <'s are equal: AC = BC
Triangle AMC congruent to triangle BMC: SAS
Hence, proved.
Csc of 0°
Not sure how to find it
Answer:
undefined
Step-by-step explanation:
csc(x) = 1/sin(x)
csc0 = 1/sin0
sin0 = 0
1/0 = undefined
Henry and his children went into a grocery store and where they sell peaches for $2
each and mangos for $1.25 each. Henry has $20 to spend and must buy no less than
10 peaches and mangos altogether. If Henry decided to buy 4 peaches, determine all
possible values for the number of mangos that he could buy. Your answer should be a
comma separated list of values. If there are no possible solutions, submit an empty
answer.
Answer:
6, 7, 8, 9
Step-by-step explanation:
There ya go. The numbers of possible amounts of mangos he could buy without exceeding his budget.
The possible values of mangos if, The cost of peaches is $2, The cost of the mangos is $1.25, and the Total money is $20, are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.
What is equation?
A formula known as an equation uses the equals sign to denote the equality of two expressions. In other terms, it is a mathematical statement stating that "this is equivalent to that."
Given:
The cost of peaches =$2,
The cost of the mangos = $1.25,
Total money = $20,
Write the equation, if Henry buys 10 peaches,
10 × 2 + 1.25x = 20
Here, x is the number of mangos,
1.25x = 20 - 20
x = 0
Write the equation when Henry buys 4 peaches,
4 × 2 + 1.25x = 20
8 + 1.25x = 20
x = 20 - 8 / 1.25
x = 9.6 or 9 mangos
Thus, Henry can buy a maximum of 9 mangos if he buys at least 4 peaches.
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N - 5 is greater than or equal too -2. Solve plz!!!
Answer:
n > 3
Step-by-step explanation:
n - 5 > -2
Add 5 to both sides
n > 3
-5 is neither greater or equal to -2.
-2 is greater than -5.
Or, if you meant if 5 is greater than or equal to -2, then 5 is greater than -2.
Edit: Oh, wait nevermind I didn't see the N there
How do I delete my answer?
Your friend is 1.25 times taller than you. Your friend is 60 inches tall. How tall are you?
Answer:
You are 48 inches
Step-by-step explanation:
You would just do the opposite of multiplication which is division so do 60/1.25 is 48 inches
Find the length of RS
Answer:
grab a ruler and put the 0 on the inches side up to the R and she what it's at when it hits S and do it again at T
the length of a rectangle is represented by (6x-2), and the width is represented by (x-1). which expression best represents the perimeter of the rectangle?
The perimeter of given rectangle can be given by: [tex]14x-6[/tex]
Step-by-step explanation:
Let
L be the width of the rectangle and
W be the width of the rectangle
Here,
L = 6x-2
W=x-1
The perimeter of rectangle is given by:
[tex]P=2(L+W)[/tex]
Putting the values of L and W
[tex]P=2[(6x-2)+(x-1)]\\=2(6x-2+x-1)\\=2(7x-3)\\=14x-6[/tex]
The perimeter of given rectangle can be given by: [tex]14x-6[/tex]
Keywords: Rectangle, Perimeter
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What is 8.235 x 10 to the negative four power
Answer:
0.0008235
Step-by-step explanation:
8.235 x 10⁻⁴
10 to the exponent of a negative number means the decimal place is moved to the left to make the number smaller.
Move the decimal place 4 over the left.
0.0008235
8. Write an equation in standard form for a line
that passes through (2, 2) and (12, -3).
For this case we have that by definition, the equation of the line in the slope-intersection form is given by:
[tex]y = mx + b[/tex]
Where:
m: It's the slope
b: It is the cut-off point with the y axis
According to the statement we have two points through which the line passes:
[tex](x_ {1}, y_ {1}): (2,2)\\(x_ {2}, y_ {2}): (12, -3)[/tex]
We found the slope:
[tex]m = \frac {y_ {2} -y- {1}} {x_ {2} -x_ {1}} = \frac {-3-2} {12-2} = \frac {-5} {10 } = - \frac {1} {2}[/tex]
Thus, the equation is of the form:
[tex]y = - \frac {1} {2} x + b[/tex]
We substitute one of the points and find "b":
[tex]2 = - \frac {1} {2} (2) + b\\2 = -1 + b\\2 + 1 = b\\b = 3[/tex]
Finally, the equation is of the form:
[tex]y = - \frac {1} {2} x + 3[/tex]
We write the equation of the standard form[tex]ax + by = c[/tex]
[tex]y-3 = -\frac {1} {2} x\\2y-6 = -x\\x + 2y = 6[/tex]
ANswer:
[tex]x + 2y = 6[/tex]
An online furniture store sells chairs for $50 each and tables for $250 each. Every day, the store can ship no more than 36 pieces of furniture and must sell at least $3400 worth of chairs and tables. If 23 chairs were sold, determine all possible values for the number of tables that the store must sell in order to meet the requirements. Your answer should be a comma separated list of values. If there are no possible solutions , submit an empty answer.
Answer:
All possible values for the number of tables that the store must sell in order to meet the requirements are 9, 10, 11, 12, 13.
Step-by-step explanation:
Let x be the number of chairs sold and y be the number of tables sold.
Chairs are sold for $50 each, then x chairs cost $50x.
Tables are sold for $250 each, then y tables cost $250y.
In total, x chairs and y tables cost $(50x+250y).
Every day, the store can ship no more than 36 pieces, then
[tex]x+y\le 36[/tex]
Every day, the store must sell at least $3,400 worth of chairs and tables, then
[tex]50x+250y\ge 3,400[/tex]
If 23 chairs were sold, then x = 23. Substitute it into the inequalities:
[tex]23+y\le 36\Rightarrow y\le 13\\ \\50\cdot 23+250y\ge 3,400\Rightarrow 250y \ge 2,250,\ \ \ y\ge 9[/tex]
Thus [tex]9\le y\le 13[/tex]
This means all possible values for the number of tables that the store must sell in order to meet the requirements are 9, 10, 11, 12, 13.
Answer:
9,10,11,12,13
Step-by-step explanation:
cuz
the line for the dunking machine was twice as long as the cake walk line the line for the Cakewalk was one third of the length of the line for the hoop shoot if there were 12 people in line for the hoop shoot how many people were in line for the dunking machine
Answer:
Total number of people in the line for the dunking machine is 8.
Step-by-step explanation:
Here, let us assume the number of people in the line for hoop shoot = 12
So, the number of people in the line for cakewalk
= One- Third of the number of people in line for Hoop Shoot
= [tex]\frac{1}{3} \times 12 = 4[/tex]
Also, the number of people in the line for dunking machine
= 2 x ( The number of people in line for Cakewalk)
= 2 x 4 = 8
Hence, the total number of people in line for the dunking machine is 8.
Final answer:
To find the number of people in line for the dunking machine when given the number in line for the hoop shoot, we calculate the cake walk line as one-third of the hoop shoot line, then double that for the dunking machine line, resulting in 8 people.
Explanation:
Given that the line for the dunking machine was twice as long as the cake walk line and that the cake walk line was one-third the length of the hoop shoot line, we can derive the relationship between the numbers of people in line for each activity.
First, since there were 12 people in line for the hoop shoot, and given that the cake walk line was one-third of this, the cake walk had 12 / 3 = 4 people in line.
Next, since the dunking machine line was twice as long as the cake walk line, it had 4 × 2 = 8 people in line.
What is the unknown term.
in the seqpence 4.5, 5.4,____7.2
A.6.2 or B. 63
Answer:
6.3
Explanation:
To get from 4.5 to 5.4, you need to add 0.9. If you add 0.9 two more times, you get 7.2. Therefore, the middle term should be 6.3. I don't know if you made a typo and forgot the decimal when writing the options cause it says "63", but I believe the answer is 6.3.
When 1,250 Superscript three-fourths is written in simplest radical form, which value remains under the radical?
2
5
6
8
The value remains under the radical is 8 ⇒ last answer
Step-by-step explanation:
Let us revise how to write the exponent as a radical
[tex]a^{\frac{m}{n}}[/tex] can be written as [tex]\sqrt[n]{a^{m}}[/tex]To simplify the radical factorize the base "a" to its prime factorsExample:
[tex](54)^{\frac{2}{3}}=\sqrt[3]{(54)^{2}}[/tex] , Factorize 54 into prime factors ⇒ 54 = 2 × 3 × 3 × 3 = [tex]2(3)^{3}[/tex][tex]\sqrt[3]{(54)^{2}}=\sqrt[3]{[2(3^{3}]^{2}}=\sqrt[3]{2^{2}*3^{6}}[/tex]2² can not go out the radical because 2 is less than 3 not divisible by 3[tex]3^{6}[/tex] can go out the radical because 6 is divisible by 3, then divide 6 by 3, so it will be 3² out the radical[tex]\sqrt[3]{(54)^{2}}=3^{2}\sqrt[3]{2^{2}}=9\sqrt[3]{4}[/tex]Now let us solve your problem
∵ [tex]1250^{\frac{3}{4}}=\sqrt[4]{1250^{3}}[/tex]
- Factorize 1250 to its prime factors
∵ 1250 = 2 × 5 × 5 × 5 × 5
∴ [tex]1250=2*5^{4}[/tex]
∴ [tex]\sqrt[4]{(2*5^{4})^{3}}=\sqrt[4]{2^{3}*5^{12}}[/tex]
∵ 2³ can not go out the radical because 3 < 4 and not divisible by it
- [tex]5^{12}[/tex] can go out the radical because 12 can divided by 4
∵ 12 ÷ 4 = 3
∴ [tex]5^{12}[/tex] can go out the radical as 5³
∴ [tex]\sqrt[4]{1250}=5^{3}\sqrt[4]{2^{3}}[/tex]
∴ [tex]\sqrt[4]{1250}=125\sqrt[4]{8}[/tex]
∴ The value remains under the radical = 8
The value remains under the radical is 8
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Answer:
8
Explanation:
Egde 2020
Hope this helps :)
Mr. Jackson invested a sum of money at 6% per year, and 3 times as much at 4%
per year. How much did he invest at each rate if his annual return totaled $144?
Mr. Jackson invested $800 at 6% per year and $ 2400 at 4 % per year
Solution:Mr. Jackson invested a sum of money at 6% per year, and 3 times as much at 4% per year.
Let the sum invested be ‘a’ and ‘3a’ at 6% per year and 4 % per year respectively
Also, his annual return totaled $144
We can form following equation on the basis of question:-
[tex]\begin{array}{l}{\text { Then, } \frac{a \times 6 \times 1}{100}+\frac{3 a \times 4 \times 1}{100}=\$ 144} \\\\ {\frac{6 a}{100}+\frac{12 a}{100}=144} \\\\ {\frac{6 a+12 a}{100}=144} \\\\ {\frac{18 a}{100}=144} \\\\ {18 a=14400} \\\\ {a=14400 \div 18}\end{array}[/tex]
a = $800
The amount of money invested at 6% = a = 800
The amount of money invested at 4 % = 3a = 3(800) = 2400
So, the amount of money invested at 6% is $800 and the amount of money invested at 4% is $ 2400
To determine the amounts Mr. Jackson invested, the problem was solved by setting up a simple equation and solving for x, which represents the amount at 6% interest. Mr. Jackson invested $800 at 6% and $2400 at 4% to receive a total annual return of $144.
Explanation:The question involves solving a system of linear equations to find how much Mr. Jackson invested at two different interest rates if his total annual return is $144. To solve the problem, let's define the amount invested at 6% per year as x and the amount invested at 4% as 3x, since the latter is three times as much.
The interest from the investment at 6% would be 0.06x, and the interest from the investment at 4% would be 0.04 × 3x. Since these add up to $144, we can write the equation:
0.06x + 0.04 × 3x = 144
Solving this equation:
Multiply the 0.04 by 3x to get 0.12xAdd the two products together: 0.06x + 0.12x = 0.18xDivide both sides by 0.18 to find x: x = 144 / 0.18x = $800Since x represents the amount at 6%, Mr. Jackson invested $800 at 6% and $2400 at 4% because the investment at 4% is three times as much.
please help im confused
Answer:
a₂ = 13
a₃ = 11
Step-by-step explanation:
Given a₁ = 15
The recursive formula is given as: [tex]$ a_n = a_{n - 1} - 2 $[/tex]
This means that [tex]$ n^{th }[/tex] term is determined by subtracting 2 from the [tex]n -1^{th }[/tex] term.
Here, [tex]$ a_1 = 15 $[/tex]
Therefore, [tex]$ a_2 = a_1 - 2$[/tex]
= 15 - 2 = 13
Now, [tex]$ a_3 = a_2 - 2 $[/tex]
= 13 - 2 = 11
Therefore, a₂ = 13
a₃ = 11
What is x^5 times x^2 without exponents
Answer:
x^7
Step-by-step explanation:
(x^5)(x^2)=x^(5+2)=x^7
Given: m∠7 = 50°. Find m∠1.
A) 40°
B) 50°
C) 120°
D) 130°
Without further information or context like a diagram, it's not possible to accurately determine the measure of angle 1 based on the given measure of angle 7.
Explanation:Without a diagram or additional information, it's impossible to definitively determine the measure of angle 1 (m∠1) based only on the measure of angle 7 (m∠7 = 50°). In geometry, the relationship between two angles can vary largely depending on their position relative to each other. For instance, if angle 1 and angle 7 are complementary angles, m∠1 would be 40°. However, if they're supplementary, m∠1 would be 130°. If they're vertical or corresponding angles, m∠1 would be equal to m∠7, which is 50°.
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Brooke draws a quadrilateral on a canvas in her art class.Is it possible for Brooke to draw a parallelogram that is not a rectangle?
Answer:
Well, a parallelogram is a four-sided figure with opposite sides parallel. A rectangle is a figure with four straight sides and four right angles, and two of those sides are adjacent and unequal So, in short, all rectangles are parrolegrams but not all parrolelograms are rectangles. The answer would be: Yes, it is possible.
Yes, it is possible for Brooke to draw a parallelogram that is not a rectangle.
Explanation:Yes, it is possible for Brooke to draw a parallelogram that is not a rectangle. A parallelogram is a quadrilateral with opposite sides that are parallel. While a rectangle is a specific type of parallelogram with four right angles, other parallelograms can have angles that are not right angles. For example, a rhombus is a parallelogram with all sides congruent, but its angles are not right angles.
Please help thank you!!
Answer:
the answer is A 6.1
Step-by-step explanation: