Which of the following are exterior angles? Check all that apply

Answer:

TV=6 inch

Step-by-step explanation:

If Triangle JKL is similar to Triangle TUV, the following ratio applies.

[tex]\dfrac{JK}{TU}= \dfrac{KL}{UV}=\dfrac{JL}{TV}\\$JK=10in., JL=8in., KL=13in., TU=7.5., UV=9.75\\\dfrac{10}{7.5}= \dfrac{13}{9.75}=\dfrac{8}{TV}\\$Picking any two equal ratios\\ \dfrac{13}{9.75}=\dfrac{8}{TV}\\$Cross multiply\\13*TV=8*9.75\\TV=8*9.75 \div 13\\$TV=6 inch[/tex]

Answer: C [tex]0\leq y\leq 5[/tex]

Step-by-step explanation:

Answer:

y= -116/11

Step-by-step explanation:

5-3y-8y=121

5-11y=121

5-5-11y=121-5

-11y=116

-11y/-11=116/-11

y= -116/11

=========================================================

Work Shown:

We see that one of the legs is unknown. We'll call this 'a'.

The other leg is b = 2, which becomes b^2 = 4

The hypotenuse (always opposite the 90 degree angle) is c = sqrt(58). This turns into c^2 = 58 when you square both sides.

---------

Use the pythagorean theorem to get

a^2+b^2 = c^2

a^2+4 = 58

a^2 = 58-4

a^2 = 54

a = sqrt(54)

a = sqrt(9*6)

a = sqrt(9)*sqrt(6)

a = 3*sqrt(6)

The third side in simplest radical form is x=3[tex]\sqrt{6}[/tex]

A triangle is classified as a right triangle when it presents one of your angles equal to 90º.  The greatest side of a right triangle is called the hypotenuse. And, the other two sides are called cathetus or legs.

The math tools applied for finding angles or sides in a right triangle are the trigonometric ratios, metric relationships, or the Pythagorean Theorem.

For solving this question, you need to apply the Pythagorean Theorem that says: (hypotenuse)²= (leg1)²+(leg2)².  

The question gives:

Applying the Pythagorean Theorem, you have:

([tex]\sqrt{58}[/tex])² = 2²+ x²

58=4+x²

x²=58-4

x²=54

x=[tex]\sqrt{54}[/tex]

x=[tex]\sqrt{2*3^3}[/tex]

x=[tex]\sqrt{2*3^2*3}[/tex]

x=3[tex]\sqrt{2*3}[/tex]

x=3[tex]\sqrt{6}[/tex]

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Answer:

school b

Step-by-step explanation:

it has more

Answer:

School C

Step-by-step explanation:

It got more than its original amount

Answer: 60miles/hours

Step-by-step explanation:

From the question, a bus travels the 240 miles from Boston to New York and the bus departs at 11:00 a.m. and arrives in New York at 3:00 p.m. The time taken by the bus is (3:00pm - 11:00am) = 4 hours.

Average speed = Distance/Time

Average speed =240miles/4 hours

Average speed= 60miles/hours

The the average speed of this bus is 60miles/hour.

Answer:

l = 20 cm

w = 12 cm

Step-by-step explanation:

P = 64 = 2w + 2l

2w = 4 + l

64 = 4 + l  + 2l

64 - 4 = 3l

3l = 60

l = 20 cm

2w = 20 + 4

2w = 24

w = 12 cm

Answer: 140 km

Step-by-step explanation:

240 km in 3 hours

1 3/4 hours = (1 3/4 / 3) x 240

= (7/4 / 3) x 240

= 7/12 x 240

= 7 x 20 = 140

Answer: (2, 6)

Step-by-step explanation:

y - x > -3

x coordinate is 2 and y coordinate is 6

Plug in the x and y coordinates

6 - 2 = 4

4 > -3

Answer: A.) $4 per shirt

Step-by-step explanation:

Slope of the graph is calculated as the ratio or proportion of chasing ein the y and x axis of a graph.

Slope(m) = [change in y / change in x]

One can draw a right angle triangle to meet the line of best fit provided in the graph to obtain the values for both the y and x axis.

HERE,

y2 = 120, y1 = 40 and x2 = 50, x1 = 30

Slope = (y2 - y1) / (x2 - x1)

Slope = (120 - 40) / (50 - 30)

= 80/20

Slope = 4

$4 per shirt

Answer:

The expression as a sum of terms is [tex]2\cdot a^{\frac{3}{2} } - 4\cdot a^{-\frac{1}{2} }[/tex].

Step-by-step explanation:

The expression to be rewritten has the following form:

[tex]\sqrt{a} \cdot (2\cdot a^{2}-\frac{4}{a} )[/tex]

A polynomial as a sum of terms consists in a sum of terms of the form [tex]c_{i} \cdot a^{k(i)}[/tex], where [tex]c_{i}[/tex] and [tex]k_{i}[/tex] are the i-th coefficient and exponent. The expression has to be expanded to create the sum of terms:

[tex]a^{\frac{1}{2} }\cdot (2\cdot a^{2} - 4\cdot a^{-1})[/tex]

[tex]2\cdot a^{1 + \frac{1}{2} } - 4\cdot a^{-1+\frac{1}{2} }[/tex]

[tex]2\cdot a^{\frac{3}{2} } - 4\cdot a^{-\frac{1}{2} }[/tex]

The expression as a sum of terms is [tex]2\cdot a^{\frac{3}{2} } - 4\cdot a^{-\frac{1}{2} }[/tex].

Answer:

[tex]9\; \rm m[/tex].

Step-by-step explanation:

Assume that the run of this rafter is level. Then the height of the ridge (the line with a question mark next to it in the diagram) should be perpendicular to the line marked with [tex]\rm 12\; m[/tex]. The three labelled lines in this diagram will form a right triangle.

Hence, the height of this ridge can be found with the Pythagorean Theorem. By the Pythagorean Theorem:

[tex](\text{First Leg})^2 + (\text{Second Leg})^2 = (\text{Hypotenuse})^2[/tex].

In this particular right triangle:

[tex](\text{Height})^2 + (12\; \rm m)^2 = (15\; \rm m)^2[/tex].

[tex](\text{Height})^2 = (15\; \rm m)^2 - (12\; \rm m)^2[/tex].

Therefore, the height of this ridge would be [tex]\sqrt{81}\; \rm m = 9\; \rm m[/tex]. (Note the unit.)

Answer:

C.

Step-by-step explanation:

If you are distributing, you must distribute the outside to both terms in the inside.

Answer:

Yes

Step-by-step explanation:

Yes because there is only 1 y value per x value.

Answer:

yes

Step-by-step explanation:

There is a one to one correspondence and this will pass the vertical line test

Answer:

m =44

Step-by-step explanation:

1/2 m -3/4 n = 16

Let n =8

1/2 m - 3/4(8) = 16

1/2 m - 6 = 16

Add 6 to each side

1/2 m -6+6 = 16+6

1/2 m = 22

Multiply each side by 2

m = 22*2

m = 44

Answer:c

Step-by-step explanation:

Answer:

Step-by-step explanation:

Recall the logic quantifiers [tex]\forall, \exists[/tex] which means for all/for every and exists.

a) This means that for every student in D that is a computer science this implies that the student is not an engineering student. So for a student s in D such that C(s) then  E(s) is false. This is symboled by

[tex]\forall s \in D C(s) \implies \neg E(s)[/tex]

b) By saying "some computer science students" this means that there exists some studenst that study computer science and are also math majors. This is symboled by

[tex]\exists s \in D C(s)\land M(s) [/tex]

Answer:

6a−14

Step-by-step explanation:

Answer:

[tex]=6a-14[/tex]

Step-by-step explanation:

[tex]3\left(4a-3\right)-\left(6a+5\right)\\\mathrm{Expand}\:3\left(4a-3\right):\quad 12a-9\\\mathrm{Apply\:the\:distributive\:law}:\quad \:a\left(b-c\right)=ab-ac\\\mathrm{Simplify}\:3\cdot \:4a-3\cdot \:3:\quad 12a-9\\=12a-9\\-\left(6a+5\right):\quad -6a-5\\=12a-9-6a-5\\\mathrm{Simplify}\:12a-9-6a-5:\quad 6a-14\\=6a-14[/tex]

Answer:

Step-by-step explanation:

[tex]12\sqrt{7}\\=31.74901[/tex]

Answer:

m = [tex]\frac{f+1}{7}[/tex]

Step-by-step explanation:

f = 4m + 3m -1

f = 7m - 1

Adding 1 to both sides

f+1 = 7m

Dividing both sides by 7

m = [tex]\frac{f+1}{7}[/tex]

Answer:

m= (f+3)/(f-4)

Step-by-step explanation:

It is not clear from the question, but I assume it is:

so the solution is:

Answer: 2/3xy^-2z

Step-by-step explanation:

18/27 = 2/3

x^2 / x = x

y / y^3 = y^-2

z isn’t changed

Put the variables together after dividing and you get 2/3xy^-2z.

Step-by-step explanation:

do you mean like this?

18x²y/27xy³z =

if yes the answer is like this

18/27 = 2/3

x²/x = x

y/y³ = 1/y²

1/z = 1/z

multiply all and that's the answer

⅔ * x * 1/y² * 1/z =

[tex] \frac{2x}{3 {y}^{2} z} [/tex]

Answer:

The vertical line test is a way for you to see if a graph represents a function. It allows you to identify if any x values have more than one y value.

A graph would be a function if every input (x) has exactly one output (y). A graph would not be a function if an input (x) has more than one output (y).

Step-by-step explanation:

In a function, every input within the domain of the function must have exactly one output. If the graph has an input that has more than one output, then it is not a function. The vertical line test is what allows you to see if a graph is a function or not.

Answer:

When given a graph, the vertical line test can be used to determine functionality. The vertical line test would represent a function if no more than one point of the graph of a relation, this shows that only one output value for each input value. If this doesn't apply or more than one point is on the line then it would not represent a function.

Step-by-step explanation:

Draw vertical lines to intersect on a graph.

The relation is a function if there’s only one point of intersection on a graph.

The relation is not a function if there’s more than one point of intersection on a graph.

The vertical line test is used to determine if each input has exactly one output.

Answer:

640 and 400

Step-by-step explanation:

Cost of books: x and 1040 -x

x sold at a loss of 15%= 0.85 x

1040 -x sold at  a profit of 36% = (1040 - x)*1.36

Answer:

A = P * a / 2

A = 81.25

Step-by-step explanation:

We have that there is a corresponding formula for a regular decagon, which depends on the apothem and the perimeter, it is the following:

A = P * a / 2

In this case, the perimeter is the sum of all the sides, that is, 10 sides, therefore:

P = 10 * 3.25

P = 32.5 meters

We replace:

A = 32.5 * 5/2

A = 81.25

Which means that for that regular decagon, the area is 81.25 square meters.

Answer:

Step-by-step explanation:

V = 4/3(π)(3)^3

V= 4/3(27)π

V= 36π

V = 113.1 cm^3

Answer:

(0, 3 ) and (- 3, 0 )

Step-by-step explanation:

Where the line crosses the y- axis the x- coordinate is zero.

Substitute x = 0 into the equation and solve for y

y = 0 + 3 = 3

Thus the y- intercept is (0, 3 )

Where the line crosses the x- axis the y- coordinate is zero.

Substitute y = 0 into the equation and solve for x

0 = x + 3 ( subtract 3 from both sides )

- 3 = x

Thus the x- intercept is (- 3, 0 )

Answer:

(6-√21,  6+√21)

Step-by-step explanation:

x^2 - 12x = -15

(x - 6)^2 - 36 = -15

(x - 6)^2 = 21

x - 6 = ± √21

x = 6  ± √21

The solution set of the given equation is (6-√21,  6+√21)

Given is an equation, x² - 12x = -15 we need to solve it by completing the square.

Solving the equation,

x² - 12x = -15

(x - 6)² - 36 = -15

(x - 6)² = 21

x - 6 = ± √21

x = 6  ± √21

Therefore, the solution set is (6-√21,  6+√21)

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Answer:

idk

Step-by-step explanation:

Answer:

40 Minutes.

Step-by-step explanation:

The current time = 4:12 p.M.

Emma's mom will be home from work in 70 minutes.

70 minutes = 1 hour 10 Minutes= 1: 10 Hours

[tex]\left\begin{array}{ccccc}&4&:&12 &p.m.\\+&1&:&10&\\--&--&--&--&--\\&5&:&22&p.m\end{array}\right[/tex]

Therefore, Emma's Mom will get home by 5: 22 p.m.

Emma has gymnastics lessons at 6 : 00 p.M.

To determine how much time Emma will have between the time that her mom gets home from work and the beginning of gymnastics lessons, we simply subtract 5:22 from 6.

[tex]\left\begin{array}{ccccc}&6&:&00 &p.m.\\-&5&:&22&\\--&--&--&--&--\\&00&:&40&\end{array}\right[/tex]

Emma  will have 40 Minutes.

Answer:

38

Step-by-step explanation:

70 mins

​  

=60 mins+10 minutes

=1 hour+10 mins

=1 hour and 10 mins

​  

Hint #22 / 5

\begin{aligned} &4{:}12 + \greenD{1\text{ hour}}=5{:}12\\\\ &5{:}12 +\purpleD{10\text{ minutes}}=5{:}22 \end{aligned}  

​  

4:12+1 hour=5:12

5:12+10 minutes=5:22

​  

Emma's mom will be home at 5{:}22\text{ p.m.}5:22 p.m.5, colon, 22, start text, space, p, point, m, point, end text

How much time will Emma have between 5{:}22\text{ p.m.}5:22 p.m.5, colon, 22, start text, space, p, point, m, point, end text and the beginning of gymnastics lessons at 6{:}00\text{ p.m.}?6:00 p.m.?6, colon, 00, start text, space, p, point, m, point, end text, question mark

Hint #44 / 5

\blueD{8}\text{ mins} + \maroonD{30}\text{ mins} = 38\text{ mins}8 mins+30 mins=38 minsstart color #11accd, 8, end color #11accd, start text, space, m, i, n, s, end text, plus, start color #ca337c, 30, end color #ca337c, start text, space, m, i, n, s, end text, equals, 38, start text, space, m, i, n, s, end text

Hint #55 / 5

Emma will have 38 minutes between the time that her mom gets home from work and the beginning of gymnastics lessons. FROM KHAN ACADEMY THO.