What else would need to be congruent to show that ABC =XYZ by SAS?
Given:
AB=XY
A=X
In this Congruence of Triangles question, To show that ABC = XYZ by SAS congruence, we also need to show that AC = XZ and ∠A = ∠X.
To show that ABC = XYZ
AB = XY (Given)
A = X (Given)
To prove ABC = XYZ by the Side-Angle-Side (SAS) congruence postulate, we need to show that one pair of corresponding sides and the included angle are congruent. In this case:
AC = XZ (By the reflexive property of congruence)
∠A = ∠X (Given)
Therefore, to fully demonstrate the congruence between the two triangles ABC and XYZ, we also need to show that AC = XZ and ∠A = ∠X.
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We can tell this side on triangle ABC is BC, and the side on triangle XYZ is YZ, so the answer must be B.
SAS stands for side-angle-side, which indicates that for two triangles to be congruent, all two sides and the angle they produce must be congruent and equal.
You have an angle, <B and <Y, and a side, AB and XY, in this instance. The last side, which produces angle B along with side AB on triangle ABC and angle Y along with side XY on triangle XYZ, is all that is needed to finish this.
In this case, you have a side—AB and XY—and an angle, <B and <Y. To complete this, you simply need the final side, which forms angle B along with side AB on triangle ABC, and forms angle Y along with side XY on triangle XYZ.
By looking at the diagram, you can tell this side on triangle ABC is BC, and the side on triangle XYZ is YZ, so the answer must be B. The answer must be the sides of triangles ABC and XYZ are, respectively, BC and YZ.
What Is
-(v-1)=-6v+16
Answer:
[tex]v = 3[/tex]
Step-by-step explanation:
-(v-1)=-6v+16
-v+1=-6v+16
grouping like terms
-v+6v=16-1
5v=15
dividing through by 5
[tex] \frac{5v}{5} = \frac{15}{5} [/tex]
[tex]v = \frac{15}{5} [/tex]
[tex]v = 3[/tex]
what is 7765 to the nearest hundred
Answer:
7800
add 1 to the tens place as grater than 5
7765 rounded to the nearest hundred would be 7800
help please!(picture)
Answer:
7a - 2
Step-by-step explanation:
A perimeter is just the sum of all sides added together, so just put all the expressions together into a big equation.
2a - 3 + 2a + 3a + 1
Combine like terms
7a - 2
5(x+2)-7=5(x-3) ??? Thanks!
Step-by-step explanation:
5(x+2)-7=5(x-3)
5x + 10 -7 = 5x -15
5x - 5x ..... this question must have an error
Answer:
Undefined
Step-by-step explanation:
5(x+2)-7=5x-3
5x+10-7=5x-3
5x+3=5x-3
5x=5x
can't solve, so it is undefined.
What is the area of the following circle? d = 10
Answer:100
Step-by-step explanation:
10*10
Answer:
78.54
Step-by-step explanation:
The radius of this is 5 (diameter divided in half is radius). 5 squared is 25, then you multiply that by 3.14. Voila!
Find how many yard are in 1 mild. A mile is 5280 feet, a yard is 3 feet
Answer: 1760
Step-by-step explanation:
[tex]\dfrac{5280\ feet}{1\ mile}\times \dfrac{1\ yard}{3\ feet}\quad =\dfrac{5280\ yard}{3\ feet}\quad =\large\boxed{1760\ yard\ per\ mile}[/tex]
which two points should you use to find the equation of the model? a linear model for the data in the table shown in the scatter plot ? please help with question A and B
Answer:
a. (1,14) and (7,7)
b. slope = -1.2
Step-by-step explanation:
a. Use the points that are actually on the drawn line
(1,14) and (7,7)
b. Slope formula is :
[tex]slope = ( y_{2} - y_{1}) \div ( x_{2} - x_{1})[/tex]
It doesnt matter which one is 1 or 2. I will take (1,14) as (x1, y1) and (7,7) as (x2, y2)
[tex]slope = \frac{(7 - 14)}{(7 - 1)} \\ = \frac{ - 7}{6} = - 1.1667 = - 1.2[/tex]
Answer:
(A) (1, 14) and (7, 7)
(B) -1.17
Step-by-step explanation:
(A) the 2 points that should be used are: (1, 14) and (7, 7). The reason is that these 2 points are the closest to the trend line.
(B) With 2 points - (x1, y1) and (x2, y2) - a linear equation can be obtained. The slope (m) of the line is computed as follows:
m = (y2 - y1)/(x2 - x1)
m = (7 - 14)/(7 - 1) = -1.17
Combine like terms to create an equivalent expression. 7/8 * m + 9/10 - 2m - 3/5
Plz
Answer: -3(15m-4)/40
(All the numbers are above the fraction bar, then 40 is under the fraction bar)
- 9/8 m + 3/10
Answer
$546,322 is greater than less than or equal to 540997
Answer:
greater than
Step-by-step explanation:
it is largee
Answer: greater then
Step-by-step explanation:
cause 546 is greater then 540
which of these is the third step in an addition problem
Answer:
solving
Step-by-step explanation:
Evaluate
2^-2 •(12•3) - 5^3
Answer:
The answer to your question is: -116
Step-by-step explanation:
2⁻²(12 x 3) - 5³
= 1 /2² (36) - 125
= 1/4 (36) -125
= 36/ 4 -125
= 9 - 125
= - 116
Find the area of a trapezoid with bases of 6 and 14 and height of 8
Answer:
Trapezoid Area = (Sum of Bases / 2) * Height =
(6 + 14 / 2) * Height =
10 * 8 =
80
Step-by-step explanation:
122200000000000000000000000000000000000 in scientific notation
Answer:
1.222x10^38
Step-by-step explanation:
there are 35 0's in the number
A baby robin eats 14 feet of earthworms every day. Find the number of miles a robin would eat in its first year.
Greta must volunteer 225 hours for a community service project. She plans to volunteer for 6 hours
each week. The sequence shown represents the number of volunteer hours she has left after three
weeks have passed.
225, 219, 213, 207, ...
a.
A. Describe this sequence.
B. Use a formula to determine how many volunteer hours Greta has left to fulfill her requirement after 33 weeks have passed. Show your work.
C. Which formula should you use to determine how many volunteer hours Greta has left to fulfill her requirement after 40 weeks have passed? Explain your reasoning.
D. Calculate the number of volunteer hours Greta has left to fulfill her requirement after 40 weeks have passed. Explain what your answer means in terms of the problem situation.
Answer:
A. "an arithmetic sequence with a common difference (d) of -6."
B. 33 hours
C. [tex]a_n=a_1+(n-1)d[/tex]
D. See below
Step-by-step explanation:
A.
Since the sequence lessens by 6, this is an arithmetic sequence with a common difference (d) of -6.
B.
The formula for term of arithmetic sequence is:
[tex]a_n=a_1+d(n-1)[/tex]
Wher a_1 is the first term and d is the common difference. Since we want to find after 33 weeks, we plug in 33 into n:
[tex]a_{33}=225 + (-6)(33-1)\\a_{33}=33[/tex]
She will have left 33 hours
C.
We will use the arithmetic sequence term formula written above, that is:
[tex]a_n=a_1+(n-1)d[/tex]
THis gives us the amount of hours left after a certain number of weeks.
D.
We plug in 40 into n and find the hours left:
[tex]a_{40}=225+(40-1)(-6)\\a_{40}=225-234\\a_{40}=-9[/tex]
THis term is NEGATIVE, which means that Greta will not have to work 40 weeks to fulfill the target of 225 hours. She needs to work less.
This sequence represents the number of volunteer hours Greta has left after each week has passed. After 33 weeks, Greta has 27 hours left to fulfill her requirement. After 40 weeks, the formula gives a negative value, which means she has completed her requirement and has 15 extra hours of volunteer work completed.
Explanation:a. This sequence represents the number of volunteer hours Greta has left after each week has passed for her community service project.
b. To determine how many volunteer hours Greta has left after 33 weeks, we can subtract the number of hours she has volunteered in those 33 weeks from the initial requirement of 225 hours. Therefore, Greta has 225 - (6 * 33) = 225 - 198 = 27 hours left.
c. To determine how many volunteer hours Greta has left after 40 weeks, we can use the same formula as in part b. Therefore, Greta has 225 - (6 * 40) = 225 - 240 = -15 hours left.
d. Since we cannot have negative hours, the answer in part c does not make sense in the context of the problem situation. It means that Greta has fulfilled her requirement and has 15 extra hours of volunteer work completed.
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Simplify these expressions. a.2r+3+4r. b.8+3d+d. c.mn+ (-3mm)+6 d. 10s + (-10) + (-4s)
Step-by-step explanation:
Combine like terms
a. 2r + 3 + 4r = (2r + 4r) + 3 = 6r + 3
b. 8 + 3d + d = (3d + d) + 8 = 4d + 8
c. mn + (-3mn) + 6 = (mn - 3mn) + 6 = -2mn + 6
d. 10s + (-10) + (-4s) = (10s - 4s) - 10 = 14s - 10
Terms are called "like terms" if they have the same variable part (the same letters in the same powers). Like terms differ at most coefficient.
Answer:
a. 2r + 3 + 4r
Combine the coefficients of the like monomials.
(2 + 4 = 6)
Answer: 6r + 3
b. 8 + 3d + d
Combine the coefficients of the like monomials.
(3 + 1 = 4)
Answer: 8 + 4d
c. mn + (–3mn) + 6
Combine the coefficients of the like monomials.
[1 + (–3) = –2]
Answer: –2mn + 6
d. 10s + (–10) + (–4s)
Combine the coefficients of the like monomials.
[10 + (–4) = 6]
Answer: 6s + (–10)
Step-by-step explanation:
straight from Penn
6x4=8xN
how do i solve this equation
Answer:
whats equivelent to 6x4?
Step-by-step explanation:
6 x 4 = 24
8 x 2 = 16 so 8 x 3 = 24 because 8 x 4 would be
8 x 2 = 16
16 x 2 =
6 + 6 = 12
carry the one.
2
1 + 1 + 1 (We now have three ones from carrying that 1) and our answer is
32.
So N = 3
Answer:
6x4=8xN N=8x3
Step-by-step explanation: N=8x3 because 6x4=24 so if you multiply 8x3 it =
24
the sum of two numbers is 45 and its difference is 5
Final answer:
The student's question can be solved by setting up a system of equations from the given information and finding that the two numbers are 25 and 20.
Explanation:
Solution to the Given Problem
The student's question involves solving a system of equations. They are given that the sum of two numbers is 45 and their difference is 5. To solve this, we can set up two equations based on the information given:
Let the two numbers be x and y.
The sum of the two numbers is 45: x + y = 45
The difference of the two numbers is 5: x - y = 5
To find the values of x and y, we can solve this system of equations. By adding the two equations, we cancel out y, giving us:
2x = 50
Dividing both sides by 2, we find that x = 25. Substituting x = 25 into one of the original equations, for instance, x + y = 45, we get:
25 + y = 45
Subtracting 25 from both sides gives us y = 20.
Therefore, the two numbers are 25 and 20.
what is 7x(-3)x(-2)2=?
Answer:
-24x+2
Step-by-step explanation:
7x(-3) = -21x
x(-2) = -2x
x
2
-24x+2
Determine the unit rate
Answer:
52.50/5.8= $9 per hour
A lot is 60 m by 38 m. A house 23 m by
9 m is built on the lot. How much area is left over?
Answer:
2073m
Step-by-step explanation:
House Area:
23*9 = 207m
Lot Area:
60*38 = 2208m
We can make an equation,
Lot Area - House Area = LeftOver Area
2208-207=2073m
Two children are selling lemonade they are charging 1$ for a cup they only sell 10 cups
Answer:
Well this isn't a grammatically correct question but if you're asking how they would split the money it would be $5 for each person.
Step-by-step explanation:
1. The 10 people buy the cups of Lemonade.
2. One cup of lemonade is $1, so that means 10 cups would be $10.
3. Then you would give half to your friend which would be $5.
How many solutions are there to the equation below?
12x + 6 = 5x
A. 0
B. Infinitely many
C. 1
Answer:
C
Step-by-step explanation:
This is a linear equation in one variable and has 1 solution
12x + 6 = 5x ( subtract 5x from both sides )
7x + 6 = 0 ( subtract 6 from both sides )
7x = - 6 ( divide both sides by 7 )
x = - [tex]\frac{6}{7}[/tex] ← 1 solution
The equation has a single solution for x, which is -6/7. The correct answer is: C. 1
To determine the number of solutions to the equation 12x + 6 = 5x, let’s solve the equation step by step.
First, we need to get all terms with the variable x on one side of the equation and constants on the other side. To do this, we can subtract 5x from both sides of the equation:
12x + 6 - 5x = 5x - 5x
This simplifies to:
7x + 6 = 0
Now we need to isolate the term with the x variable, so we subtract 6 from both sides of the equation:
7x + 6 - 6 = 0 - 6
This further simplifies to:
7x = -6
Finally, to solve for x, we divide both sides by 7:
7x / 7 = -6 / 7
x = -6/7
Therefore, the equation has a single solution for x, which is -6/7.
The correct answer is:
C. 1
Sole this equation:
2x-15=43
Answer: Your answer would have to be x= 29
Answer:
x=29
Step-by-step explanation:
43+ 15 is 58
58 divided by 2 is 29
2*29= 58
58-15=43
What is the equation that is parallel to the equation
-9x + 3y = 8 and crosses through the point (14, 2)?
How hard is the permit test?
The difficulty of the permit test can vary, but with proper preparation and study of the driver's handbook, most individuals can pass the test.
The difficulty of the permit test can vary depending on the individual's level of preparation and understanding of the rules of the road, traffic laws, and safe driving practices. The test typically consists of multiple-choice questions based on information found in the state's driver's handbook.
To pass the permit test, one should:
1. Study the driver's handbook thoroughly, as it contains all the necessary information.
2. Take practice tests to become familiar with the format and types of questions that may be asked.
3. Understand traffic signs, signals, and markings, as well as the rules for sharing the road with other drivers, pedestrians, and cyclists.
4. Learn about the consequences of driving under the influence of alcohol or drugs.
5. Be aware of the laws regarding distracted driving, such as texting while driving.
By dedicating time to study and understand these concepts, most individuals find that they can pass the permit test. It is designed to ensure that new drivers have the knowledge required to drive safely and responsibly.
The difficulty of the permit test can vary, but with proper preparation and study of the driver's handbook, most individuals can pass the test.
if two circles have the same circumfrence, what do you know about their areas
Answer:
They would have the same area.
Step-by-step explanation:
The area of a circle = pi x the circumfrence. or pi x the radious squared. so if they had the same circumfrence they would have the same area.
If it is known that a+b/a−b =c, find the following:
3a+3b/2a−2b
Answer:
[tex]\frac{3}{2}[/tex] c
Step-by-step explanation:
Given
[tex]\frac{3a+3b}{2a-2b}[/tex] ← factor numerator and denominator
= [tex]\frac{3(a+b)}{2(a-b)}[/tex]
= [tex]\frac{3}{2}[/tex] × [tex]\frac{a+b}{a-b}[/tex] ← this = c
= [tex]\frac{3}{2}[/tex] × c = [tex]\frac{3}{2}[/tex] c
If ST = 12 and RT = 49, find RS.
Given ST = 12 and RT = 49, we apply the basic principle of part-whole relationships in a line to find RS. By subtracting the length of ST from RT, we determine that RS equals 37.
Explanation:The question asks to find the length of RS given that ST = 12 and RT = 49. To find the length of RS, we can apply the concept that in a linear situation, if S is a point between R and T, then RS + ST = RT. This concept is based on the principle of the sum of parts of a whole.
Given:
ST = 12RT = 49To find RS, we use the equation:
RS + ST = RT
Plugging in the given values:
RS + 12 = 49
Solving for RS, we subtract 12 from both sides:
RS = 49 - 12
RS = 37
Therefore, the length of RS is 37.