The measure of the vertex angle is 92°
Here,
The triangle is isosceles and one base angle of an isosceles triangle has a measure of 44°
We have to find the measure of the vertex angle.
What is Isosceles triangle?
A triangle is said to be isosceles if there is any two corresponding sides are equal and there angle are equal.
Now,
The triangle is isosceles triangle.
Hence, there corresponding sides and there angles are equal.
So, Both base angles of a triangle are equal.
And, Sum of angles of a triangle are 180°
Let the measure of the vertex angle is x°
Hence,
⇒ 44° + 44° + x° = 180°
⇒ x° = 180° - 88°
⇒ x° = 92°
Therefore, The measure of the vertex angle is 92°
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Nina added 15 more songs to her MP3 player, resulting in a total of more than 120 songs. How many songs were originally on the player?
Nina originally had more than 105 songs on her MP3 player
Information about the problem:
Initial songs = xsongs added = 15Total songs = 120To solve this problem, we have to state the equation using the information of the problem:
Initial song + songs added > Total songs
x + 15 > 120
x > 120 - 15
x > 105 song
What are algebraic operations?We can say that they are the set of numbers and symbols that are related by the different mathematical operation signs such as addition, subtraction, multiplication, division among others.
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What is the image of the point (3,2) after a rotation of 90 counterclockwise about the origin?
Answer:- 3,2
Step-by-step explanation:
its hard to explain without a whiteboard feature
n (ENG) Lección (ESP)
In this course, you will need to be able to work with numbers, words, and geometric representations. Use each of these representations to answer the following
problems. Homework Help
a. Draw and shade a figure that represents 100%. Label your figure "100%." Then describe the figure in words.
b. Similarly, draw and shade figures that represent 50%, 25%, and 150%. Label each figure and describe it in words.
c. Write another fraction that is equivalent to. Drask diagrams to show that they are equal. Then find the equivalent decimals for both fractions and write the
equivalent percent.
d. Draw and shade a figure that represents "one third." How can this figure be represented with a number?
e. Describe what the diagram at right represents using words and numbers.
Based on figures, Below are the responses to the query.
A. In light of the foregoing, it is necessary to characterize 100% as a whole even though the percentage will change.
B. In light of the foregoing, the percentages 50%, 25%, and 150% will differ and require different descriptions, such as 1/2, 1/4, and 1, respectively.
C, Another example of a fraction is 8/10, or.8, or 80%, hence the diagrams will be different.
D: The diagrams will typically be off by 1/3 or 3.
E. Depending on the illustration (attached), the correct response will be 10%, 1/10, or.1.
What is a shape or figure?In terms of mathematics, a shape or figure is defined as any type of visual representation of an object, including the outer border, outline, and others.
Be aware that the phrase "kept bound to lie on a plane" refers to a plane form or figure.
Consequently, the solutions to the query are provided below.
A. In light of the foregoing, it is necessary to characterize 100% as a whole even though the percentage will change.
B. In light of the foregoing, the percentages 50%, 25%, and 150% will differ and require different descriptions, such as 1/2, 1/4, and 1, respectively.
C, Another example of a fraction is 8/10, or.8, or 80%, hence the diagrams will be different.
The images are attached below
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A cake has 77 slices. Harry ate 48 slices; Jack ate 17 slices; Dave ate 3 & Mary ate 6 slices. What fraction of the cake is remaining?
Answer:3/77
because 77/77 minus 48/77 is 29/77-17/77 is 12/77 minus-9(because I just added 3 and 6 so don't hey confused I just added them up) is 3/77 and thats your answer (3/77)
Step-by-step explanation:
Each graph shows a relation. The first and second numbers of each ordered pair in the
relation are members of the set of real numbers. In each case, find the domain and the
range of the relation and determine whether the relation is a function. a
x
The required domain of the function is x = -2, and the required range of is -2 ≤ y <1. And also it is not function.
Given that,
The first and second numbers of each ordered pair in the relation are members of the set of real numbers. In each case. The domain and the range of the relation and determine whether the relation is a function is to be determined.
The function is defined as a mathematical expression that defines a relationship between one variable and another variable.
Here, From the graph, the value is only defined at x = -2, Thus, its domain is x = -2 And also the at x = -2 the vertical line is from -2 to 0.99 Thus, its range is -2 ≤ y <1.
Since the curve has a number of pre-images more than one at a single value of x thus it is not a function.
Thus, the required domain of the function is x = -2, and the required range of is -2 ≤ y <1. And also it is not function.
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A central angle of a polygon is formed by line segments drawn from the center to two __ vertices.
The central angle is the angle made at the center of the polygon by any two adjacent vertices of the polygon.
The central angle is the angle made at the center of the polygon by any two adjacent vertices of the polygon. If you were to draw a line from any two adjacent vertices to the center, they would make the central angle. Because the polygon is regular, all central angles are equal. It does not matter which side you choose.
All central angles would add up to 360° (a full circle), so the measure of the central angle is 360 divided by the number of sides. Or, as a formula:
[tex]central \ angle = \frac{360}{n}[/tex] degrees
where n is the number of sides
The measure of the central angle thus depends only on the number of sides. The angle depends only on the number of sides, not the size of the polygon. If you change the number of sides, you will see that as the number of sides gets larger, the cenral angle gets smaller.
Therefore, The central angle is the angle made at the center of the polygon by any two adjacent vertices of the polygon.
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The central angle is the angle made at the center of the polygon by any two adjacent vertices of the polygon.
The central angle is the angle made at the center of the polygon by any two adjacent vertices of the polygon. If you were to draw a line from any two adjacent vertices to the center, they would make the central angle. Because the polygon is regular, all central angles are equal. It does not matter which side you choose.
All central angles would add up to 360° (a full circle), so the measure of the central angle is 360 divided by the number of sides. Or, as a formula:
midpoint = [tex]\frac{360}{9}[/tex]degrees
where n is the number of sides
The measure of the central angle thus depends only on the number of sides. The angle depends only on the number of sides, not the size of the polygon. If you change the number of sides, you will see that as the number of sides gets larger, the cenral angle gets smaller.
Therefore, The central angle is the angle made at the center of the polygon by any two adjacent vertices of the polygon.
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Izzie is trying to solve this inequality. After she solves it, she shows it to you, and she asks you if she did it correctly. This is the work she completed:
3(t+1)−4t≥−5
Step 1: 3t +3−4t≥−5
Step 2: −t+3≥−5
Step 3: −t≥−8
Step 4: t≥8
The solution when Izzie is trying to solve this inequality 3(t+1)−4t≥−5 is incorrect.
How to illustrate the information?From the information, Izzie is trying to solve this inequality. After she solves it, she shows it to you, and she asks you if she did it correctly.
3(t+1)−4t≥−5
3t + 3 - 4t ≥ -5
Collect like terms
3t - 4t ≥ −5 - 3
-t ≥ −8
Divide by -1
t <= 8
Therefore, the solution of Is lzzie is incorrect.
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Izzie is trying to solve this inequality. After she solves it, she shows it to you, and she asks you if she did it correctly. This is the work she completed:
3(t+1)−4t≥−5
Step 1: 3t +3−4t≥−5
Step 2: −t+3≥−5
Step 3: −t≥−8
Step 4: t≥8
Is Izzie correct?
у < 2x + 3
2x + 5y ≥ 10
Can you please help me!
Step-by-step explanation:
Do you understand if you don't understand the answer notify me
Find the sum of each series. Σ⁸n=1 2n/3
The given series is an arithmetic series and its sum is equal to 24
The summation notation is used to express long summation in a series into a single formula.
The given series is:
[tex]\sum\limits^8_{n=1} {\frac{2}{3}n }[/tex]
Expand the series:
[tex]\sum\limits^8_{n=1} {n }=\frac{2}{3}\sum\limits^8_{n=1} {n }[/tex]
= 2/3 ( 1 + 2 + 3 + .... + 8)
The term inside the bracket is an arithmetic series with:
a(1) = 1
d = a(2) - a(1) = 1
The sum of the first n terms of an arithmetic series is given by:
S(n) = n/2 (2.a(1) + (n -1) . d)
Substitute n = 8, a(1) = 1, and d = 1 into the formula
S(8) = 8/2 (2 + (8-1) . 1)
S(8) = 4 . 9 = 36
Hence,
[tex]\frac{2}{3}\sum\limits^8_{n=1} {n } = \frac{2}{3}\times36=24[/tex]
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Which is an equivalent expression for (5^2 • 3^4)^3?
1518
5^6 • 3^12
5^2 • 3^12
5^5 • 3^7
The equivalent expression is 5^6 • 3^12.
What are laws of exponents and powers?Exponents of numbers are added when the numbers are multiplied, subtracted when the numbers are divided, and multiplied when raised by still another exponent.
Exponents and powers are ways used to represent very large numbers or very small numbers in a simplified manner.
a^m×a^n = a. ^(m+n)a^m/a^n = a. ^(m-n)(a^m)^n = a. ^(mn)a^n/b^n = (a/b)^ na^0 = 1.a^(-m) = 1/a^mGiven:
(5^2 • 3^4)^3
now, using
(a^m)^n = a^ (m*n)So,
(5^2 • 3^4)^3
= (5^2)^3 • (3^4)^3
=5^6 * 3^12
Hence, equivalent expression is 5^6 • 3^12
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Keith modeled the growth over several hundred years of a tree population by estimating the
number of the trees' pollen grains per square centimeter that were deposited each year within
layers of a lake's sediment. He estimated there were 310 pollen grains per square centimeter the
first year the grains were deposited, with a 1% annual increase in the number of grains per
square centimeter thereafter. Which of the following functions models P(t), the number of
pollen grains per square centimeter t years after the first year the grains were deposited?
A function which models P(t), the number of pollen grains per square centimeter t years after the first year the grains were deposited is: D) P(t) = 310(1.01)^t.
What is an exponential function?An exponential function can be defined as a mathematical function whose values are generated by a constant that is raised to the power of the argument. Mathematically, an exponential function is represented by this formula:
f(x) = eˣ
Generally speaking, a mathematical model for any quantity (pollen grains) that increases by r percent per unit of time is an exponential function of this form:
P(t) = I(1 + 0.01r)^t
Where:
P(t ) represents the number of pollen grains per square centimeter.t represents the time or number of years.I represents the initial quantity of pollen grains.Substituting the given parameters into the formula, we have;
P(t) = 300(1 + 0.01r)^t
P(t) = 310(1.01)^t
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Complete Question:
Keith modeled the growth over several hundred years of a tree population by estimating the number of the trees’ pollen grains per square centimeter that were deposited each year within layers of a lake’s sediment. He estimated there were 310 pollen grains per square centimeter the first year the grains were deposited, with a 1% annual increase in the number of grains per square centimeter thereafter. Which of the following functions models P(t), the number of pollen grains per square centimeter t years after the first year the grains were deposited?
A) P(t) = 310^t
B) p(t) = 310^{1.01t}
C) P(t) = 310(0.99)^t
D) P(t) = 310(1.01)^t
What is -8u+6+8u simplified?
Answer:
6
Step-by-step explanation:
Combine like terms:
8u-8u=0
0+6=6
Hope this helps!
Find the missing angle
The coordinates of the endpoints of QRQ (-11,-12) and (3,2). Point s is on QR and divides it such that qs:rs is 5:2
What are the corrdinates of s?
Answer:
S = (-1, -2)
Step-by-step explanation:
You want the coordinates of S on QR such that QS : SR = 5 : 2. The end points are Q(-11, -12) and R(3, 2).
Dividing pointThe coordinates of the dividing point S are the weighted sum of the end point coordinates of Q and R. The weights are the reverse of the division ratio.
S = (2Q +5R)/(2+5)
S = (2(-11, -12) +5(3, 2))/7 = (-22+15, -24 +10)/7 = (-7, -14)/7
S = (-1, -2)
Evaluate each function for the given value of x , and write the input x and output f(x) as an ordered pair.
f(x)=17 x+3 for x=4
f (4) = 71 is the output for the given input .
How can you tell whether a function is linear or not?
Looking at a function's graph will reveal if it is linear or not with the greatest ease.When a linear function is plotted on a graph, a straight line is formed. A nonlinear function is curved in some way; it does not form a straight line.f(x)= 17 x+3
Put x = 4 ⇒ 17 * 4 + 3
⇒ 68 + 3
⇒ 71
Therefore f (4) = 71
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Find the value of x
Angle ∠ABC and angle ∠CDE are supplementary angles. Then the value of the variable x will be 18°.
What is an angle?The angle is the distance between the intersecting lines or surfaces. The angle is also expressed in degrees. The angle is 360 degrees for one complete spin.
Supplementary angle - Two angles are said to be supplementary angles if their sum is 180 degrees.
From the figure, the angle ∠ABC and angle ∠CDE are supplementary angles. Then we have
∠ABC + ∠CDE = 180°
2x + 8x = 180°
10x = 180°
x = 180° / 10
x = 18°
Then the value of the variable x will be 18°.
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Find the measure of ∠C F D . A. 66° B. 72° C. 108° D. 138°
The measure of CFD is 66°.
How to calculate the angle?It should be noted that vertically opposite angles are equal.
Therefore, AFE may be equal to BFD.
In this case, AFE is given as 108° while one of the other angles is given as 42°.
Therefore, the value of CFD will be:
= 102° - 42°
= 66°
The value of CFD is 66°.
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HELP PLEASE!!!!!
Chantel has a goal to complete a triathlon. The race consists of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run. In training, Chantel can swim at an average pace of 1.2mph. She rides her bike at an average of 18.8mph and runs at 6.2mph. Estimate how long it will take her to complete the triathlon.
Chantel will take approximately 12.19 hours to complete the triathlon with the given speed of his.
Total distance covered for the race is:
For swimming = 2.4 miles
Speed of Chantel in swimming = 1.2 miles per hour.
So, time taken for completing the swimming part = 2.4 / 1.2 = 2 hours.
For bike ride = 112 miles
Speed of Chantel in bike riding = 18.8 miles per hour
So, time taken for completing the bike riding part = 112 / 18.8 = 5.96 hours.
For running = 26.2 miles
Speed of Chantel in running = 6.2 miles per hour.
So, time taken for completing the running part = 26.2 / 6.2 = 4.23 hours.
Total time = 2 + 5.96 + 4.23 = 12.19 hours.
Therefore, Chantel will take approximately 12.19 hours to complete the triathlon with the given speed of his.
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State whether each sentence is true or false. If false, replace the underlined word or phrase to make a true sentence.
A triangle with an angle that measures greater than 90° is a right triangle.
The given statement that A triangle with an angle that measures greater than 90° is a right triangle is a FALSE statement.
What is a triangle?A triangle is a 3-sided shape that is occasionally referred to as a triangle. There are three sides and three angles in every triangle, some of which may be the same.
There are many types of triangles such that right-angle triangles, equilateral triangles, and much more.
A right-angle triangle is a triangle whose any one interior angle is 90°.
Let's say the remaining angles are x and y degrees.
The sum of all interior angles is 180 degrees.
So,
x + y + 90 = 180
x + y = 90
x = 90 - y ⇒ x ≤ 90°
y = 90 - x ⇒ y ≤ 90°
Hence "The given statement that A triangle with an angle that measures greater than 90° is a right triangle is a FALSE statement".
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what is the x of 3x+39=90
Answer: It would be 17
It would be 17 because if you take 90 and subtract 39, you would get 51. Then if you take 51 and divided it by 3 you would get 17.
Answer:
x=17
Step-by-step explanation:
3x+39=90
3x=90- 39
3x/3=51/3
x=17
Determine which line passing through the given points has a steeper slope.
Line 1:(0,-4) and (2,2)
Line 2:(0,-4) and (4,5)
The line which have a steeper slope is Line 1.
It is given in the question that the points on the line are given by:-
Line 1: (0,-4) and (2,2)
Line 2:(0,-4) and (4,5)
We have to find which line has a steeper slope.
First we will find the slope of each line.
We know that slope of a line with points (a,b) and (c,d) is given by:-
(d-b)/(c-a)
Slope of Line 1:
(2-(-4))/(2-0) = 6/2 = 3
Slope of Line 2:
(5-(-4))/(4-0) = 9/4 = 9/4 = 2.25
We know that greater the slope of the line means greater the steep of the line.
As,
3 > 2.25
Hence, Line 1 is steeper than Line 2.
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What is an equation for each vertical translation of y=2 x-1 ? 3/5 units up
f. y = 2x - (2/5)
g. y = 2x - (11/5)
h. y = 2x - 8/5
i. y = 2x + 1/5
The vertical translation equation of the given equation is y = 2x-(2/5). (First option)
You can do things with equations of the form y=f(x) that modify the graph in various ways.
Vertical movement means moving up and down the graph of a function. For example, you can move the chart up, down, left, or right, flip it around the x or y-axis, or stretch or shrink it vertically or horizontally. The form of the function remains the same, known as moving the chart along the Y axis.
Vertical translation translates each point on the graph by k units vertically and the graph/chart by k units vertically.
The vertical translation equation of y=2x-1 by 3/5 units up is y = 2x-(2/5) as y = f(x)+3/5
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Determine the slope of the line that contains the given points.
R(2,-6), S(-6,5)
The slope of the line that contains the points R(2,-6), S(-6,5) is [tex]\frac{-11}{8}[/tex] .
Slope of a line containing two points (a,b) and (c,d) is denoted by
slope =[tex]\frac{d-b}{c-a}[/tex].
In the given question
The points given are R(2,-6) and S(-6,5)
a=2, b= -6 and c= -6 and d=5
Substituting the values in formula of slope we get
[tex]Slope=\frac{d-b}{c-a}[/tex]
Slope=[tex]\frac{5-(-6)}{-6-2}[/tex]
[tex]=\frac{5+6}{-8} \\ \\ =\frac{-11}{8}[/tex]
Therefore , the slope of the line that contains the points R(2,-6), S(-6,5) is [tex]\frac{-11}{8}[/tex].
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Write an equation of each line in standard form with integer coefficients. y=4.2 x+7.9
The equation of the line y = 4.2x + 7.9 expressed in standard form is 42x - 10y = -79.
The equation of a line can be expressed in three different forms: standard form, slope-intercept form, and point-slope form.
The standard form of an equation of a line is expressed as ax + by = c, where a and b, if all possible must be integers, are the coefficients of variable x and y, respectively, and c is a constant. Meanwhile, slope-intercept form is given by the formula y = mx + b, where m is the slope of the line and b is the y- intercept. On the other hand, given the slope m and a point on the line (x , y), we can express the equation in point-slope form, (y - y1) = m(x - x1).
Given the equation of a line, multiply both sides by 10 to turn the decimals into integers.
y = 4.2x + 7.9
10y = 10(4.2x + 7.9)
10y = 42x + 79
Rewriting it in standard form ax + by = c,
10y = 42x + 79
42x - 10y = -79
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WILL GIVE BRAINLIEST
i’m studying for my math quiz :<
here are some of the practice questions which I don’t quite understand
tyy <3
Answer:
Question 1:
1. - 4
2. 4
3. - 15
4. 15
Question 2:
1. - 6
2. 6
3. - 6
Hope this helps :)
Find the first six terms of each sequence. an =3 n+2
The first second third fourth and fifth term of the sequence
[tex]a_{n}[/tex] = 3n + 2 are 5, 8, 11, 14, 17 and 20 respectively.
According to the given question.
We have formula for finding the terms of the sequence, [tex]a_{n}[/tex] = 3n + 2 .
Therefore, the first term of the sequence [tex]a_{n}[/tex] = 3n + 2 is given by
[tex]a_{1}[/tex] = 3(1) + 2 = 5
The second term of the sequence [tex]a_{n}[/tex] = 3n + 2 is given by
[tex]a_{2}[/tex] = 3(2) + 2 = 8
The third term of the sequence [tex]a_{n}[/tex] = 3n + 2 is given by
[tex]a_{3}[/tex] = 3(3) + 2 = 11
The fourth term of the sequence [tex]a_{n}[/tex] = 3n + 2 is given by
[tex]a_{4}[/tex] = 3(4) + 2 = 12 + 2 = 14
The fifth term of the sequence [tex]a_{5}[/tex] = 3n + 2 is given by
[tex]a_{5}[/tex] = 3(5) + 2 = 15 + 2 = 17
The sixth term of the sequence [tex]a_{5}[/tex] = 3n + 2 is given by
[tex]a_{6}[/tex] = 3(6) + 2 = 18 + 2 = 20
Hence, the first second third fourth and fifth term of the sequence
[tex]a_{n}[/tex] = 3n + 2 are 5, 8, 11, 14, 17 and 20 respectively.
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3.06 + 7.162 + 6.58 = ___
16.28
16.748
16.802
17.342
Answer:
16.802
Step-by-step explanation:
I just used a calculator
what does (0,0) represent
Answer:
0,0 represents the origin of the graph
A baseball diamond is a square with 90 -ft sides. What is the length from 3rd base to 1st base? Round to the nearest tenth.
F 155.9 ft
G 141.6 ft
H 127.3 ft
J 118.2 ft
The length from 3rd base to 1st base is 127.3 ft
The correct answer is an option (H)
In this question,
A baseball diamond is a square with 90 -ft sides.
A baseball "diamond" is a square, each side of length 90 ft, with home plate and the three bases on the four corners.
Let s be the side length of the square.
The length from the 3rd base to 1st base is the diagonal of the square.
Using Pythagoras theorem, we formulate
diagonal = √(s² + s²)
diagonal = √(2s²)
diagonal = s√2
diagonal = (90)√2
diagonal = 127.28 ft
Therefore, the length from 3rd base to 1st base is 127.3 ft
The correct answer is an option (H)
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Mr McCormick's wife is building some IKEA furniture, and the table below from the instructions show the lengths of different parts. Which part letter is the longest?
LENGTH (IN.)
Part A
Part B
Part C
Part D
Answer: Part B
Step-by-step explanation:
A = 1.2857...
B = 1.3
C = 1.15
D = 1.05
Cause yes
