Use the array to solve the problem 8x9

Answer:

Angle a+ Angle b= 90 degrees

Step-by-step explanation:

a=180-124

a=56

b=180-90-56

b=34

a+b

34+56= 90

The solution is, the value is, Angle a+ Angle b= 90 degrees.

In Plane Geometry, a figure which is formed by two rays or lines that shares a common endpoint is called an angle. The two rays are called the sides of an angle, and the common endpoint is called the vertex.

here, we have,

from the given figure we get,

we have,

a=180-124

a=56

and,

b=180-90-56

b=34

now,

a+b

putting the values , we get,

34+56= 90

Hence, The solution is, the value is, Angle a+ Angle b= 90 degrees.

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Answer:

700 dollars,

Step-by-step explanation:

what you do is divide 511 by 73 then multiply the number by 100

Answer:

f(x) = x³ - 4x² + x + 6

Step-by-step explanation:

The polynomial function f has zeros at -1, 2, and 3.

So, the least degree of the polynomial will be 3{As it has three roots}.

Then, if the function is of x variable then (x + 1), (x - 2) and (x - 3) will be the factors of the polynomial.

Therefore, we can write  

f(x) = (x + 1)(x - 2)(x - 3)

⇒ f(x) = (x + 1)(x² - 5x + 6)

⇒ f(x) = x³ - 5x² + 6x + x² - 5x + 6

⇒ f(x) = x³ - 4x² + x + 6  

Hence, this is the polynomial with least degree having rational coefficients and with leading coefficient of 1 and the zeroes -1, 2, 3. (Answer)

Answer:

30 ways

Step-by-step explanation:

The first medal can be awarded in 6 different ways since any of the runners could have it. Once the first medal is awarded, the second medal can only be given to any of the 5 runners available.

So there are 6x5=30 different ways to award the medals

There are 30 ways to award the medals to the winners

The given parameters are:

Runners = 6

Medals = 2

The first position can be awarded to any of the 6 runners, while the second position can be awarded to any of the remaining 5 runners

So, the number of ways is:

Ways = 6 * 5

Evaluate

Ways = 30

Hence, there are 30 ways to award the medals

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Answer:

40

Step-by-step explanation:

-1.6(-25)=40

Answer:

40

Why didn't you just use a calculator      

Answer:

464 students

Step-by-step explanation:

So in all he has 29 liters of punch

11L blackberry punch

18L Lemon line punch

29L collectively

so if 1 liter is enough for 16 students we would multiply 16 students by 29 liters of punch giving you 464.

Answer:

The answer is 3.

Step-by-step explanation:

If you divide by the middle on all corners in the end you will get 3 lines of symmetry because you eventually used all three line.

Hope this helped!

Answer:

the answer is A. 3

Step-by-step explanation:

i just took the test

Answer:

2

Step-by-step explanation:

Conversion factor: 1/8

1) Cup = Fluid Ounce / 8

2) Cup = 32 / 8

3) Cup = 4

Answer:

2

There are 4 cups in a 32 fl oz carton, so she needs to get 2 more.

Answer:

The number of math problems Annabelle solved = 5 problems

The number of pages Annabelle read=  20 pages

Step-by-step explanation:

Given:

Time taken for Annabelle to solve one problem =3 minutes

Time taken for Annabelle to read one page =2 minutes

Total time taken by Annabelle to complete her homework= 55 minutes

To find:

Total Number of problems solved by Annabelle=?

Total Number of pages read by Annabelle=?

Solution:

Let the number of problem solved be x

Let the number of pages read be y

It is given that the number pages read is 4 times the number of problem solved

So number of pages read y= 4x

Now time taken to solve x problems =  time taken to solve one problem X total number of problem

=>[tex]3\times x[/tex]

=>[tex]3x[/tex]

Similarly,

Time taken to read 4x pages= total number of pages read X  time taken to read one problem

=>[tex](4x)\times 2[/tex]

=>[tex]2(4x)[/tex]  

Now we know that

Time taken to solve x problems + Time taken to read 4x pages= 55  minutes

3x + (4x)2=55

3x+8x=55

11x=55 [tex]x=\frac{55}{11}[/tex]

x=5

So number of problem solved is x=5

Number of pages read  y=4(x)=4(5)=20

Answer:

0

Step-by-step explanation:

1/3(4+8)-2^2

1/3(12)-2^2

1/3(12)-4

4-4

0

Answer:

The solution in the attached figure

Step-by-step explanation:

we have

[tex]y > \frac{2}{3}x+3[/tex] ----> inequality A

The solution of the inequality A is the shaded area above the dashed line [tex]y=\frac{2}{3}x+3[/tex]

The slope of the dashed line is positive

The y-intercept of the dashed line A is (0,3)

The x-intercept of the dashed line A is (-4.5,0)

[tex]y\leq -\frac{1}{3}x+2[/tex] ----> inequality B

The solution of the inequality B is the shaded area below the solid line [tex]y=-\frac{1}{3}x+2[/tex]

The slope of the solid line is negative

The y-intercept of the solid line B is (0,2)

The x-intercept of the solid line B is (6,0)

The solution of the system of inequalities is the shaded area between the shaded line and the solid line

using a graphing tool

see the attached figure

Answer:

B

Step-by-step explanation:

On edge 2021

Answer:

C. I can’t really enter square roots

Step-by-step explanation:

a^2/3 = a^2*a^1/3

Which is the cube root of a squared

Answer:

There is no solution for x.

Step-by-step explanation:

We are given that [tex]\sin (\cos x) = 1[/tex] and we have to solve for x.

Let us assume that [tex]\cos x = \theta[/tex] then [tex]\sin \theta = 1[/tex] ........ (1)

Now, we know that for any value of x the value of cos x lies between 1 to - 1.

Hence, [tex]1 \geq  \cos x \geq  - 1[/tex]  for all x.

⇒ [tex]1 \geq  \theta \geq  - 1[/tex]

Now, for [tex]1 \geq  \theta \geq  - 1[/tex], the value of [tex]\sin \theta[/tex] can never be equal to 1.

Hence, there is no solution for x. (Answer)

Answer:

42 TOTAL

Step-by-step explanation:

Answer:

The given function[tex]R(x) = x - x + x^2  - x[/tex] has 2 x -intercepts.

Step-by-step explanation:

Here, the given polynomial function is :

[tex]R(x) = x - x + x^2  - x\\\implies R(x) = x^2 - x[/tex]

or,  [tex]y  = x^2 - x[/tex] ............  (1)

X- intercept is the point in the graph of R(x), where the coordinate y = 0.

Now, substituting the value of y  =  0 in (1) find all x - intercepts:

[tex]y  =  0   \implies x^2 - x = 0\\x(x-1)  =0\\\implies(x-0)(x-1) = 0[/tex]

⇒ Either x = 0 ,         or x - 1 = 0 ⇒  x = 1

⇒The given function has two x intercepts at x  = 0 and x = +1

Hence, the given function[tex]R(x) = x - x + x^2  - x[/tex] has 2 x -intercepts.

Answer:

2 x-intercepts on edge2020

Step-by-step explanation:

Answer:

length =11m

width =6m

Step-by-step explanation:

let the w = x

L = 3x-7

area =L*w

66 = (3x-7)*x

66 = [tex]3x^{2} -7x[/tex]

[tex]3x^{2} -7x-66=0[/tex]

[tex]3x^{2} -18x+11x-66=0[/tex]

3x(x-6)+11(x-6)=0

(3x+11)(x-6)=0

x-6=0

x=6

recall,

L = 3x-7 =3*6-7=11

Answer:

$116 for four months

Step-by-step explanation:

$29 • 4 = 116

Answer:

c = 793/28 , d = -358/7

Step-by-step explanation:

Solve the following system:

{4 c + 2 d = 11 | (equation 1)

(7 d)/2 = -179 | (equation 2)

Multiply equation 2 by 2:

{4 c + 2 d = 11 | (equation 1)

0 c+7 d = -358 | (equation 2)

Divide equation 2 by 7:

{4 c + 2 d = 11 | (equation 1)

0 c+d = -358/7 | (equation 2)

Subtract 2 × (equation 2) from equation 1:

{4 c+0 d = 793/7 | (equation 1)

0 c+d = -358/7 | (equation 2)

Divide equation 1 by 4:

{c+0 d = 793/28 | (equation 1)

0 c+d = -358/7 | (equation 2)

Collect results:

Answer:  {c = 793/28 , d = -358/7

This answer explains how to calculate the difference in the amount of nuts eaten by Paco and Levi.

To find out how much more Paco ate than Levi:

Calculate how much each person ate: Paco ate 3/4 cup, Levi ate 1/2 cup.

Subtract Levi's amount from Paco's: 3/4 - 1/2 = 1/4 cup.

Therefore, Paco ate 1/4 cup more than Levi.

Answer:Tueyndi

Step-by-step explanation:

Answer:1.6,9,14

Step-by-step explanation:

so x+6 input is x so you put the number in the input where the x is so 0+6=6,and 3+6=9 and so on.....

Answer:

[tex] \sqrt{x^2} = |x| [/tex]

Step-by-step explanation:

[tex] \sqrt{x^2} = |x| [/tex]

The radical symbol when used for a square root means the non-negative  square root. You cannot state that sqrt(x^2) = x because x may be negative. That is why you need use the absolute value symbol.

Answer:

-0.5

Step-by-step explanation:

It looks like it's increasing by 0.5

Answer:-0.5

Step-by-step explanation:Say you were doing it in postive form half of 1 is 0.50 meaning you just add a negative sign

Answer:

OPTION A and OPTION C

Step-by-step explanation:

OPTION A:

[tex]$ \frac{1}{5}x - 10 $[/tex] and [tex]$ \frac{1}{5}(x - 50) $[/tex]

Consider [tex]$ \frac{1}{5}(x - 50) = \frac{x}{5} - \frac{50}{5} $[/tex]

This is equal to [tex]$ \frac{1}{5}x - 10 $[/tex].

This is exactly the first expression. So, we say both expressions are equivalent.

OPTION B:

[tex]$ \frac{1}{3} x - 6 $[/tex] and [tex]$ - \frac{1}{3}(3x  + 18) $[/tex]

Distributing [tex]$ -\frac{1}{3} $[/tex] to [tex]$ (3x + 18) $[/tex] we get:

[tex]$ \frac{-x}{3} + \frac{-18}{3} $[/tex]

⇒ [tex]$ -x - 6[/tex]

This is not equivalent to the first expression.

OPTION C:

[tex]$ \frac{1}{2}x + 8 $[/tex] and [tex]$ \frac{1}{2}(x + 16) $[/tex]

[tex]$ \frac{1}{2}(x + 16) = \frac{x}{2} + \frac{16}{2} $[/tex]

[tex]$ \implies \frac{1}{2}x + 8 $[/tex]

This is exactly the first expression. So, we say the expressions are equal.

We apply similar techniques to OPTION D and OPTION E. Note that the expressions are not equal in both the options.

Answer:

Perimeter = (20 + 2x) mm.

Step-by-step explanation:

The octopus pupil has length 20 mm and the expression for its area is given by (20x - 200) square mm.

If the width of the octopus pupil is w, then 20w = 20x - 200

⇒ w = (x - 10) mm.

Therefore, the expression for its perimeter is 2(Length  + Width) = 2 ( 20 + x - 10) = 2( 10 + x) = (20 + 2x) mm. (Answer)

The expression that represents the perimeter of the octopus pupil is 20 millimeters.

To find the expression that represents the perimeter of the octopus pupil, you need to know the length and area of the pupil. The length is given as 20 millimeters, and the area is represented by the expression (20x-200) square millimeters. The perimeter of a shape is the sum of all its side lengths.

So, for the octopus pupil, the perimeter can be found by adding up the lengths of all its sides. Since the shape is not specified, we'll assume it's a regular shape with all sides equal in length.

To find the expression for the perimeter, we need to know the number of sides. If we assume it has n sides, then each side has a length of 20/n millimeters. Therefore, the perimeter expression would be 20/n multiplied by n, which simplifies to 20 millimeters.

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Proportion which can be used to represent equivalency of 3 feet in 1 yard and 12 feet in 4 yard is 3 : 1 : : 12 : 4

Given that

There are 3 feet in one yard  

And there are 12 feet in 4 yard  

Number of feet in one yard = 3 that is feet  : yard = 3 : 1  

Number of feet in 4 yards = 12 that is feet : yard = 12 : 4  

And 3 feet in 1 yard is equivalent to 12 feet in 4 yards means

[tex]\frac{3}{1}=\frac{12}{4}[/tex]

That is 3 : 1 : : 12 : 4

A proportion is statement that two ratios are equal. It can be written in two ways: as two equal fractions a/b = c/d; or using a colon, a : b = c : d

Hence proportion which can be used to represent equivalency of 3 feet in 1 yard and 12 feet in 4 yard is 3 : 1 :: 12 : 4

Answer: Proportion which can be used to represent equivalency of 3 feet in 1 yard and 12 feet in 4 yard is 3 : 1 : : 12 : 4

Step-by-step explanation: D

Answer:

0.8

Step-by-step explanation:

Of the 60 sneakers inspected, 48 were acceptable.  The experimental probability is therefore:

P = 48/60

P = 0.8

Answer:

The number is        x=2.5      x=5/2

Step-by-step explanation:

x = number

2(1/x) = 32/40

2/x = 32/40

cross multipli cation

2*40 = 32x

80=32x

2.5 = x or  5/2 or 2(1/2)

Answer:

The number is -4.

Step-by-step explanation:

Let the number be n.

Given:

Max adds 7 to a number.

hence it is given as n+7

Multiply's the sum by -4 the result is 3 times the same number.

Hence the equation can be written as;

[tex]-4(n+7)=3n[/tex]

Now Solving the above equation to find value of n we get;

[tex]-4(n+7)=3n\\-4n-28=3n\\-4n-3n=28\\-7n=28\\n=\frac{28}{7}=-4[/tex]

The value of n is -4.

Now when we add 7 to number -4 we get answer as 3.

And when the sum is multiplied by -4 we get answer -12.

Also 3 times of number is equal to 3 multiplied by -4 we get answer as -12.

Hence when the sum is multiplied by -4  it is equal to 3 times of same number.

Hence from above we can say that the number is -4.

Final answer:

The number that satisfies Max's operation of adding 7 to a number and then multiplying by -4 to get 3 times the same number is -4.

Explanation:

Max adds 7 to a number n, then multiplies the sum by -4, and the result is 3 times the same number n. To find the number n, we first write down the equation that represents this situation:

-4(n + 7) = 3n

Next, we solve for n:

Distribute -4 inside the parenthesis: -4n - 28 = 3n

Move all n terms to one side: -4n - 3n = 28

Combine like terms: -7n = 28

Divide both sides by -7 to isolate n: n = -4

The number n that satisfies this equation is -4.

The conclusion about the relationship between the number of cars sold and the high temperature is "The high temperature and the number of cars sold may have a negative correlation, but one may not cause the other". Option D.

What can you conclude about the relationship between the number of cars sold and the high temperature?

Correlation in scatter plot indicates the strength and direction of a relationship between two variables. A positive correlation means that as one variable increases, the other also increases, while a negative correlation means that as one variable increases, the other decreases.

Therefore, from the scatter plot, it can be concluded that high temperature and the number of cars sold may have a negative correlation, but one may not cause the other.

Complete question:

A salesperson uses a scatter plot to compare the number of cars sold on a particular day to the high temperature that day. What can you conclude about the relationship between the number of cars sold and the high temperature?

A) Lower temperatures mean more cars are sold.

B) There is no correlation between the number of cars sold and the high temperature.

C) The more cars are sold, the more the temperature drops.

D) The high temperature and the number of cars sold may have a negative correlation, but one may not cause the other.