1. Two intersecting lines form how many

a. pairs of supplementary angles

b. pairs of complementary angles

c. pairs of adjacent angles

d. linear pairs of angles

e. pairs of verticle angles

This question isn't multiple choice by the way. It asks for each, and I know this may be a bit much to ask but if any of you can find images for each response that'd be great as well. But if not answering is also fine. Thanks!

Answer:  The correct option is (A) [tex]5x^2-2x+4.[/tex]

Step-by-step explanation:  We are given to select the polynomial that represents the following difference :

[tex]D=(8x^2+9)-(3x^2+2x+5)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~(i)[/tex]

To find the required difference, we need to subtract the coefficients of the same powers of the unknown variable x.

From (i), we get

[tex]D\\\\=(8x^2+9)-(3x^2+2x+5)\\\\=8x^2+9-3x^2-2x-5\\\\=(8-3)x^2-2x+(9-5)\\\\=5x^2-2x+4.[/tex]

Thus, the required difference is [tex]5x^2-2x+4.[/tex]

Option (A) is CORRECT.

Answer:

  136

Step-by-step explanation:

The two scales are supplementary, so the value on the second scale is ...

  180° -44° - 136°

Answer:

The simplified form is -26x^2 + 56x -15

Step-by-step explanation:

We need to solve the expression:

3x(-2x+7)-5(x-1)(4x-3)

Multiplying the terms outside the bracket with the terms inside the bracket.

=-6x^2+21x-5(x(4x-3) -1(4x-3))

= -6x^2+21x-5(4x^2-3x-4x+3)

= -6x^2+21x-5(4x^2-7x+3)

Now multiply -5 with the terms inside the bracket

= -6x^2+21x -20x^2 +35x -15

Now, Combining the like terms:

= -6x^2 -20x^2 +21x+35x -15

Adding the like terms

= -26x^2 + 56x -15

So, the simplified form is -26x^2 + 56x -15

Answer: [tex]-26x^2+56x-15[/tex]

Step-by-step explanation:

The first  step is to apply Distributive property.

You also need to remember the Product of powers property, which states the following:

[tex](a^m)(a^n)=a^{(m+n)}[/tex]

Applying these properties:

[tex]3x(-2x+7)-5(x-1)(4x-3)=\\=-6x^2+21x-5(4x^2-3x-4x+3)\\=-6x^2+21x-20x^2+15x+20x-15[/tex]

And finally, you need to add the like terms.

Therefore, you get:

[tex]=-26x^2+56x-15[/tex]

To find the value of x in the given equation sin(2x+14)=cos(46), we can start by simplifying the equation and setting the angles inside the sin function equal to each other. Solving the resulting equation will yield the value of x, which is 15.

To find the value of x in the given equation sin(2x+14)=cos(46), we can start by simplifying the equation. Since sin and cos are complementary functions, we can rewrite cos(46) as sin(90-46). This gives us sin(2x+14)=sin(90-46).

Next, we can set the angles inside the sin function equal to each other: 2x+14 = 90-46. Solving this equation will give us the value of x.

Subtracting 14 from both sides, we have 2x = 90-46-14. Simplifying further, 2x = 30. Finally, dividing both sides by 2, we find x = 15.

Answer:

A

Step-by-step explanation:

[tex]s_x[/tex]  is the standard deviation of x.

The standard deviation is gotten by:

1. find the average of x-values (add up all the values and divide by number of numbers, which is 5)

2. subtract the average, x bar, from each of the values, square it,  and add up the difference

3. Divide that final answer by n, which is 5

4. Take the square root of the answer

Now, let's find the average (x bar):

x bar = [tex]\frac{2+6+9+14+19}{5}=10[/tex]

Doing steps 2 & 3 together:

[tex]\frac{(2-10)^2+(6-10)^2+(9-10)^2+(14-10)^2+(19-10)^2}{5}\\=35.6[/tex]

Doing step 4:

[tex]\sqrt{35.6} =5.967[/tex]

Correct answer is A

Answer:

Step-by-step explanation:

Rewrite this expression as   (27^(1/3) )².  this is equivalent to:

( ∛27 )² or (∛27)(∛27).

If you wish to evaluate this expression, it is ( 3 )( 3 ) = 9.

Answer:

27²/3 = 243 Hope this helps :D

Answer:

251.047804213 miles

Step-by-step explanation:

c1 t=3.5+1     speed 40 mph

c2 t=3.5       speed  50 mph

c1 40 *4.5= 180

c2 50 *3.5= 175

a^2+ b^2= c^2

180^2+175^2=c^2

32400+30625=c^2

63025=c^2

251.047804213=c

Answer:

It is 188 miles

Step-by-step explanation:

This is correct on Odyssey :)

Variance = 864

Standard Deviation= 29.4

Answer:

Standard Deviation = 29.40

Variance = 864

Step-by-step explanation:

A contractor records all of the bedroom areas, in square feet of a 5 bedroom house as : 100, 100, 120, 120, 180

To calculate the standard deviation first we have to calculate the mean of the data

( 100 + 100 + 120 + 120 + 180 ) / 5

= 620 / 5 = 124

Then for each number subtract the mean and square the result :

-24, -24, -4, -4, 56

square the result = 576, 576, 16, 16, 3136

Now work out the mean of these squared differences.

( 576 + 576 + 16 + 16 + 3136 ) / 5 = 4320 / 5 = 864

This value is Variance, so the variance = 864

Now we take the square root of 864 to get standard deviation

[tex]\sqrt{864}[/tex] = 29.39 rounded to 29.40

Standard Deviation = 29.40

Variance = 864

Answer:

3

Step-by-step explanation:

1 person eats 2/5 of a pizza

6 people eat 2/5 * 6 pizzas

But what value is 2/5 * 6?

You could do it this way

12/5 = 2 2/5

This number is telling you that you need 2/5 of a pizza over 2.

The group should order 3 pizzas. There will be left overs, but that won't matter. Everyone will get at least 2/5 of a pizza.

Idk if ya still need it or if this will help but this is what i put for mine

 Concepts that I had previously  learned about are quite important because math goes hand and hand. if you try to skip something and go ahead you'll most likely get confused because there could of been something highly important to that would help you understand whats ahead. in the previous unit it tells you about triangles and their description like a right triangle-90 degree angle and where legs and hypotenuse is located, this unit has had a ton about right triangles.

Previous concepts learned in mathematics provide a necessary foundation for understanding more complex topics such as trigonometry and the properties of right triangles. This is exemplified in how the Pythagorean theorem and understanding of sine, cosine, and tangent in a right triangle, inform the understanding of trigonometric principles. Hence, learning in mathematics is a progressive and integrated process.

Reflecting on working with right triangles and trigonometric concepts, it's clear that concepts learned previously were extremely important to success in this unit. Mathematics is interconnected, and concepts build upon one another. Take for example, the Pythagorean theorem, a fundamental principle in geometry that establishes a relationship between the sides of a right-angled triangle. This theorem set the stage for understanding trigonometric concepts.

Another important previous learning that helped in understanding trigonometry is the concept of the sine, cosine, and tangent of an angle in a right triangle. Knowledge of these terms and ability to calculate them, as represented in a right triangle, feeds into the understanding of trigonometric principles.

Furthermore, the problem-solving strategies applied in mathematics aid in integrating concepts. Identifying physical principles and solving for unknowns is crucial and this reasoning prowess comes from continuous practice over previous sections.

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Answer:

195 yd²

Step-by-step explanation:

The area (A) of a rhombus is calculated as

A = half the product of the diagonals

one diagonal = 13 + 13 = 26, the other diagonal = 7.5 + 7.5 = 15, thus

A = 0.5 × 26 × 15 = 195 yd²

Answer:

The length of each piece will be [tex]\frac{1}{6}\ yd[/tex]

Step-by-step explanation:

we know that

To find the length of each piece, divide the total length of the board by four

so

[tex]\frac{(2/3)}{4}=\frac{2}{12}\ yd[/tex]

Simplify

[tex]\frac{2}{12}=\frac{1}{6}\ yd[/tex]

Part A:

You may choose the two lines connecting the origin and points A and B, and choose the portion of the space between them.

The line between the origin and A is

[tex]y = 3x[/tex]

We want everything below this line (line included), so the first inequality is

[tex]y \leq 3x[/tex]

The line between the origin and B is

[tex]y = \dfrac{1}{3}x[/tex]

We want everything above this line (line included), so the second inequality is

[tex]y \geq \dfrac{1}{3}x[/tex]

Create a system with these two inequalities and you'll have an area including only points A and B

Part B:

To verify the solutions, we can plug the coordinates of A and B in this system and check that we get something true: the coordinates of point A are (1,3), while the coordinates of point B are (3,1). The system becomes:

[tex]A:\begin{cases}3 \leq 3\cdot 1\\3 \geq \frac{1}{3}\cdot 1\end{cases},\quad B:\begin{cases}1 \leq 3\cdot 3\\1 \geq \frac{1}{3}\cdot 3\end{cases}[/tex]

Which means

[tex]A:\begin{cases}3 \leq 3\\3 \geq \frac{1}{3}\end{cases},\quad B:\begin{cases}1 \leq 9\\1 \geq 1\end{cases}[/tex]

And these are all true. So, the system is satisfied, which means that the points belong to the shaded area.

Part C

If you draw the line, you'll see that the only points that lay below the line are B and C. In fact, if we plug the coordinates we have

[tex]B:\ 1 <3\cdot 3 - 6 \iff 1 < 3,\quad C:\ -3 < 3\cdot 3 - 6 \iff -3 < 3[/tex]

And this are both true. You can check the coordinates of all other points, and see that they won't satisfy the inequality y<3x-6

Your answer is c, hope it helps!

The measurement at point X to the nearest [tex](\frac{1}{16})''[/tex]  from the beginning of the ruler is option (C) [tex]8(\frac{5}{8} )''[/tex].

A ruler is a device with measurement markings on it used for measuring drawing straight lines. Rulers have measurements in imperial and metric, imperial-only, or metric-only.

For the given situation,

The markings on a standard ruler represent the fractions of an inch. The smallest ticks on a ruler are the sixteenth-inch ticks.

The distance between a sixteenth-inch tick and the other larger ticks is [tex]\frac{1}{16}[/tex].

The very first line on the left hand side of the ruler is the [tex]\frac{1}{16}[/tex] of an inch mark.

The point x is pointed at [tex]8[/tex] inches and at 10th division.

1st division = [tex]\frac{1}{16}[/tex]

So, 10th division = [tex]\frac{10}{16} = \frac{5}{8}[/tex]

Hence we can conclude that the measurement at point X to the nearest [tex](\frac{1}{16})''[/tex] from the beginning of the ruler is option (C) [tex]8(\frac{5}{8} )''[/tex].

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Answer:

This equation has no solution.

Step-by-step explanation:

Perform the indicated multiplication:  5(y+1)-7 = 3(y-1)+2y

We get 5y + 5 - 7 = 3y - 3 + 2y.  Subtracting 5y from both sides yields -2 = -3, which is never true.  This equation has no solution.

Final answer:

Upon expanding and simplifying the equation 5(y+1)-7 = 3(y-1)+2y, it leads to a false statement -2 = -3, indicating there is no solution.

Explanation:

A student asked how to describe the solution for the equation 5(y+1)-7 = 3(y-1)+2y. The first step to solving this would be to expand and simplify the equation. Let's do this:

Multiply through the parentheses: 5y + 5 - 7 = 3y - 3 + 2y

Combine like terms on both sides: 5y - 2 = 5y - 3

Attempt to isolate y, but upon subtracting 5y from both sides, you get -2 = -3

This is a false statement, showing that the original equation has no solution.

[tex]\bf \qquad \textit{division of two complex numbers} \\\\ \cfrac{r_1[cos(\alpha)+isin(\alpha)]}{r_2[cos(\beta)+isin(\beta)]}\implies \cfrac{r_1}{r_2}[cos(\alpha - \beta)+isin(\alpha - \beta)] \\\\[-0.35em] \rule{34em}{0.25pt}[/tex]

[tex]\bf \begin{cases} z1=9[cos(225^o)+i~sin(225^o)]\\\\ z2=3[cos(45^o)+i~sin(45^o)] \end{cases}\implies \cfrac{z1}{z2}\implies \cfrac{9[cos(225^o)+i~sin(225^o)]}{3[cos(45^o)+i~sin(45^o)]} \\\\\\ \cfrac{9}{3}[cos(225^o-45^o)+isin(225^o-45^o)]\implies 3[cos(180^o)+i~sin(180^o)] \\\\\\ 3[(-1)+i~(0)]\implies -3+0i[/tex]

Answer:

-1

Step-by-step explanation:

Use DeMoivre's Theorem for division of complex polar numbers.  Set it up like this:

[tex]\frac{9(cos225+sin225i)}{3(cos45+sin45i)}[/tex]

The rule is

[tex]\frac{z_{1} }{z_{2} }cis(\theta_{1}-\theta _{2} )[/tex]

Our z1 is 9 and our z2 is 3, so the division of those gives you 3.  The subtraction of the angles 225 - 45 = 180, therefore:

3 cis 180° = 3(cos 180 + sin 180 i)

The cos of 180 is -1 and the sin of 180 is 0, so 3(-1 + 0) = -3

Answer:

[tex]\frac{9}{10}[/tex]

Step-by-step explanation:

4 = Red

3 = Blue

2 = White

1 = Yellow

What is probability that it is not yellow ?

[tex]\frac{9}{10}[/tex]

Because only 1 marble is yellow and they are 9 other colours apart from yellow it must be [tex]\frac{9}{10}[/tex]

Answer:

[tex]\frac{9}{10}[/tex]

Step-by-step explanation:

Probability of an event occurring is

P = [tex]\frac{outcomerequired}{total outcomes}[/tex]

P( yellow) = [tex]\frac{1}{10}[/tex]

P( not yellow ) = 1 - [tex]\frac{1}{10}[/tex] = [tex]\frac{9}{10}[/tex]

[tex]\bf ~\hspace{5em} \textit{ratio relations of two similar shapes} \\\\ \begin{array}{ccccllll} &\stackrel{\stackrel{ratio}{of~the}}{Sides}&\stackrel{\stackrel{ratio}{of~the}}{Areas}&\stackrel{\stackrel{ratio}{of~the}}{Volumes}\\ \cline{2-4}&\\ \cfrac{\stackrel{similar}{shape}}{\stackrel{similar}{shape}}&\cfrac{s}{s}&\cfrac{s^2}{s^2}&\cfrac{s^3}{s^3} \end{array}~\hspace{6em} \cfrac{s}{s}=\cfrac{\sqrt{Area}}{\sqrt{Area}}=\cfrac{\sqrt[3]{Volume}}{\sqrt[3]{Volume}} \\\\[-0.35em] \rule{34em}{0.25pt}[/tex]

[tex]\bf \cfrac{small}{large}\qquad \stackrel{ratio}{\cfrac{3}{4}}\qquad \qquad \cfrac{3}{4}=\stackrel{areas}{\cfrac{\sqrt{a}}{\sqrt{100}}}\implies \cfrac{3}{4}=\cfrac{\sqrt{a}}{10}\implies 30=4\sqrt{a} \\\\\\ \cfrac{30}{4}=\sqrt{a}\implies \left( \cfrac{30}{4} \right)^2=a\implies \cfrac{900}{16}=a\implies \cfrac{225}{4}=a[/tex]

The area of the smaller figure is 225/4 or 56.25 square units if the two similar figures have a side ratio of 3:4.

It is described as the comparison of two quantities to determine how many times one obtains the other. The proportion can be expressed as a fraction or as a sign: between two integers.

Let's suppose the area of the smaller figure is x

Area of larger figure = 100 square units

The ratio of the areas:

= x/100

We also have:

Two similar figures have a side ratio of 3:4

= 3/4

Square it we will get ratio of the area

= 9/16

x/100  =  9/16

x = 900/16  = 225/4 or 56.25 square units

Thus, the area of the smaller figure is 225/4 or 56.25 square units if the two similar figures have a side ratio of 3:4.

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Answer:

∠C=90°

∠A=67°

∠B=23°

Step-by-step explanation:

For angle C:

  Thales' Theorem states that an angle inscribed across a circle's diameter is always a right angle.

  Therefore, since AB is the diameter(hypotenuse) then angle C is the right angle. (90°)

For Angle A:

  The measure of arc BC= 134 degrees. We can just use a formula for an inscribed triangle. ∠A = 1/2 (mBC)

  ∠A= (1/2)134

  ∠A= 77°

For angle B:

  All triangle angles all add up to 180. We can just subtract angles A and C from 180°:

  ∠B = 180-(90+67)

  ∠B = 23°

Answer:

y < -2/3x +4

Step-by-step explanation:

The line intersects the y-axis at y=4, so that is the y-intercept.

The line drops 2 units for each 3 units to the right, so the slope is ...

(change in y)/(change in x) = -2/3

The slope-intercept form of the equation for a line is a form you have memorized:

y = mx + b . . . . . . for slope m and y-intercept b

Using the values we read from the graph, the equation of the line is ...

y = -2/3x + 4

The line is dashed, so the inequality does not include points on the line. The solution just includes y-values less than (below) those on the line. Hence the inequality is ...

y < (-2/3)x +4

The answer is 3.67pi

Find the angle for the arc and divide it by 360 and multiply it by the circumference You calculate the circumference.

Final answer:

To find the cost for each call minute, set up a system of equations and solve for x and y. The cost per call minute for Scott is approximately $0.087, and the cost per call minute for Maria is approximately $0.072.

Explanation:

To find the cost for each call minute, we can set up a system of equations using the given information. Let's assume the cost per call minute for Scott is x and for Maria is y. The total cost for Scott is 95x + 207y = $23.55, and the total cost for Maria is 162x + 124y = $17.26.

Using these equations, we can solve for x and y. After solving, we find that the cost per call minute for Scott is approximately $0.087, and the cost per call minute for Maria is approximately $0.072.

Answer:

It isnt

Step-by-step explanation:

It's because the difference is 3 it isnt that signifiant i think.

Answer:

140

Step-by-step explanation:

The arithmetic series is 5, 7, 9, 11, ........., 23.

First u have to determine the no. of terms that can be done by using

Tₙ = [a + (n - 1)d]

Tₙ-------nth term

a---------first term

n---------no.of terms in the series

d---------common difference

here a = 5,d = 2.

let it contain n terms Tₙ= [a + (n-1)d]

Substitute Tₙ, a, and d in the equation

23 = 5 + (n - 1)2

Subtract 5 from each side.

18 = (n-1)2

Divide each side by 2

(n - 1) = 9

Add 1 to each side

n = 9 + 1 = 10

The sum of the arithmetic sequence formula: Sₙ= (n/2)[2a+(n-1)d]

Substitute Sₙ, a, n and d in the equation

Sₙ= (10/2)[2(5) + (10-1)2]

Sₙ= (5)[10 + (9)2]

Sₙ= 5[10 + 18]

Sₙ= 5[28] = 140

Therefore the sum of the arithmetic sequence is 140.

The sum of the arithmetic sequence 5, 7, 9, 11,...,23 is calculated by first finding the number of terms (10 in this case), then applying the formula for the sum of an arithmetic sequence. The sum is 140.

The question is asking to find the sum of an arithmetic sequence consisting of the numbers between 5 and 23, increasing by 2 each time. An arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant. This is the common difference. In this case, the common difference is 2.

Instead of adding each individual term, we use the formula for the sum of an arithmetic sequence. The formula is S_n = n/2 ( a + l ) where n is the number of terms, a is the first term, and l is the last term.

First, we need to find the number of terms (n). This can be found with the formula n = ( l - a ) / d + 1 where d is the common difference, a is the first term, and l is the last term. In this case, n = (23 - 5) / 2 + 1 = 10.

Therefore, the sum of this sequence is S_10 = 10/2 * (5 + 23) = 140.

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Answer:

[tex]\frac{63}{55}[/tex]

Step-by-step explanation:

Evaluate by substituting x = - 7 into f(x) and value obtained into g(x)

f(- 7) = (- 7)² + 6 = 49 + 6 = 55

g(55) = [tex]\frac{55+8}{55}[/tex] = [tex]\frac{63}{55}[/tex]

Answer:

Line A: -1/2

Line B: -3

Line C: 1/3

Line D: 2

just count how many spaces over and up when they hit the the lines y/x

line a is down 1 right 2 so -1/2

line b is down 3 right 1 so -3

line c is up one right 3 so 1/3

line d is up 2 right 1 so 2

Answer:

Experiment, observational study, survey

Step-by-step explanation:

The first one is an experiment.  The vet selects random samples and compares the effects of the injection to the nose drips.

The second one is an observational study.  The reaction of the dogs to the treats is being observed.

The third one is a survey.  The owners are given specific questions to answer.

The terms 'survey', 'experiment', and 'observational study' are methods of data collection in mathematics, specifically in statistics. A 'survey' collects data systematically from a group of individuals, an 'experiment' tests hypotheses in controlled conditions, and an 'observational study' records data without influencing the subjects of the study.

The terms 'survey', 'experiment, and 'observational study' represent distinct methods of data collection in statistics. A survey is a data collection tool used to gather information about individuals systematically. An experiment involves carrying out a procedure under controlled conditions to test a hypothesis. An observational study refers to a study where researchers observe and record data without influencing the subjects of the study.

Now let’s identify each of the provided situations:

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Answer:10x

Step-by-step explanation:

You multiply the answers length by the base and you will get your area

for this case we have to define trigonometric relations of rectangular triangles, that the tangent of an angle is given by the leg opposite the angle on the leg adjacent to the angle. So:

[tex]tg (A) = \frac {6} {8} = \frac {3} {4}[/tex]

Answer:

[tex]tg (A) = \frac {3} {4}[/tex]

You can do substitution 2x-2=x^2 -x -6; isolate all terms on one side 0= x^2 -x-2x -6+2; combine like terms x^2 -3x -4=0; factor the quadratic (x-4)(x+1)=0; each term is zero x-4=0 so x=4 and x+1=0 so x=-1. Now, y=2•4-2=6 and y=2•(-1) -2= -4 ; solutions for the system are ( 4,6) and ( -1, -4)

Answer:

(4,6) or (-1,-4)

Step-by-step explanation:

since both equations about x are equal to y, you can make x^2-x-6=2x-2

solve this quadratic equation, you get x=4 or -1

substitute x into y=2x-2

you get y=6 when x=4, or y= -4 when x=-1