What are the measures of the two angles in the figure? A. 125° and 55° B. 120° and 60° C. 100° and 80° D. 92° and 88°

What Are The Measures Of The Two Angles In The Figure? A.125 And 55 B.120 And 60 C.100 And 80 D.92 And

Answers

Answer 1

Step-by-step explanation:

Know that the sum of angle A & B equal 180°In order to find the measures you must find X. Plug X's value into the equations for angle A and Bboth should equal 180°
What Are The Measures Of The Two Angles In The Figure? A.125 And 55 B.120 And 60 C.100 And 80 D.92 And
What Are The Measures Of The Two Angles In The Figure? A.125 And 55 B.120 And 60 C.100 And 80 D.92 And
What Are The Measures Of The Two Angles In The Figure? A.125 And 55 B.120 And 60 C.100 And 80 D.92 And
What Are The Measures Of The Two Angles In The Figure? A.125 And 55 B.120 And 60 C.100 And 80 D.92 And
What Are The Measures Of The Two Angles In The Figure? A.125 And 55 B.120 And 60 C.100 And 80 D.92 And
Answer 2

Answer:

Step-by-step explanation: You would do 5x+20+x+40=180

Then you would add 5x and x together and you would also add 20 and 40 together and then you get: 6x+60=180

You would then subtract 180-60 and then you should get 6x=120 and the you would divide from both sides and you should get x=20 you would then plug it into both angles So 5(20)+20 and you should get 120 for the left angle and then you would do the next angle which would be 20+40=60 for the right angle

Short version:

5x+20+x+40=180

6x+60=180

6x=120

X=20


Related Questions

Find fifth roots of z⁵ + 32 = 0 and draw its graph?

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Answer:

Step-by-step explanation:

why do banks pay interest on saving accounts​

Answers

Answer: irs

Step-by-step explanation:

Banks give interest on savings accounts to encourage consumers to deposit and retain their money in the bank

The reason why banks pay interest

Banks give interest on savings accounts to encourage consumers to deposit and retain their money in the bank.

Banks can attract and maintain consumer cash by providing interest, which they can then use to lend to other people or invest in various financial operations.

Paying interest on savings accounts assists banks in maintaining liquidity, generating money, and developing a mutually beneficial relationship.

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Michelle sets up a lemonade stand to make some extra money.She spends $4.75 purchasing supplies.She earns $16.50 selling lemonade.How much money does she make after she subtracts her expenses?

Answers

16.50-4.75= 11.25 Simple subtraction.

jacob qnd jordan are training for track season. jacob did 39 sit-ups in 30 secs. jordan did 59 sit-ups in 50 secs. who will likely do more sit-ups in 2 1/2 mins

Answers

Jordan it a bigger number

Mark as Brainliest

1. Justin divided 403 by a number and got a quotient of 26 with a remainder of 13. What was the
number Justin divided by?
a. 13
b. 14
c. 15
d. 16

Answers

Answer:

15

Step-by-step explanation:

First subtract the remainder from 403 to get 390. then divide 390 by 26 to get 15.

The number used by Justin used to divide 403 to get a quotient of 26 with a remainder of 13 is 15.

What number was used to divide 403?

Division is theartimetic process used to divide a number into equal parts using another number. The sign used to denote division is ÷.

In order to detemine the number used to divide 403, take the following steps:

Subtract 13 from 403 = 403 - 13 = 390

Now divide 390 by 26: 390 / 26 = 15

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3,562,185 What is the value of 3?

Answers

the value of the three would be three million, as it is in the millions place

Answer: 3 millions

Explanation: To determine what the digit "3" means in 3,562,185, if we put 3,562,185 into the place value chart, we can see that the 3 appears in the units column of the millions period so in this problem 3 refers to 3 millions.

in general, f−1(f(x)) = f(f−1(x)) =

Answers

Answer:

f−1(f(x)) = f(f−1(x)) = x

Step-by-step explanation:

Follow this simple example using the function f(x) = x + 2

f(x) = x + 2

NOw we find the inverse function f^(1)(x).

y = x + 2

x = y + 2

y = x - 2

f^(-1)(x) = x - 2

The inverse function is f^(-1)(x) = x - 2

Now we do the two compositions of functions:

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

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

Both are equal to x.

Answer: f−1(f(x)) = f(f−1(x)) = x

The expression [tex]f^{-1}(f(x)) = f(f^{-1}(x)) = x[/tex]

We are to prove the relationship;

[tex]f^{-1}(f(x)) = f(f^{-1}(x)) = ?[/tex]

To get the unknown, let f(x) = x - 2

Find its inverse:

Let y = x - 2

Replace y with x;

x = y - 2

y = x+2

Hence [tex]f^{-1}x = x+2[/tex]

Next is to get [tex]f(f^{-1}(x))[/tex]

[tex]f(f^{-1}(x))=f(x+2) = (x+2) - 2\\f(f^{-1}(x))= x\\[/tex]

We can conclude that [tex]f^{-1}(f(x)) = f(f^{-1}(x)) = x[/tex]

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Solve by using substitution. Express your answer as an ordered pair.
3x+y=10
Y=x+2
A.) 8,10
B.) 8/3,2
C.) 2,4
D.) 4,2

Answers

Answer:

c. 2,4

Step-by-step explanation:

Select True or False.

The expression 5x − 3(2x − 4) is equivalent to the expression 12 − x.

True
False

Answers

Answer:true

Step-by-step explanation:

5x-3(2x-4)=

1) solve the parentheses

5x-6x-12=0

2) we just can rest the X

5x-6x=X

3) X-12=0

4) The order of factors does not alter the product

12-X=0

Answer:

True

Step-by-step explanation:

5x − 3(2x − 4)

Expand

5x - 6x + 12

-x + 12

12 - x

( ) are called "parentheses" or "brackets "

Whatever is inside the ( ) needs to be treated as a "package".

So when multiplying: multiply by everything inside the "package".

Multiplying negatives has special rules: a negative times a positive gives a negative, but multiplying two negatives gives a positive:

In that case −3 · -5 = +15 (a positive answer)

rectangle ABCD is graphed in the cordinate plane. The following are the verticies of the rectangle; A(-6,-4),B(-4,-4),C(-4,-2), and D (-6,-2). what is the perimiter

Answers

Answer:

Therefore Perimeter of Rectangle ABCD is 4 units

Step-by-step explanation:

Given:

ABCD is a Rectangle.

A(-6,-4),

B(-4,-4),

C(-4,-2), and

D (-6,-2).

To Find :

Perimeter of Rectangle = ?

Solution:

Perimeter of Rectangle is given as

[tex]\textrm{Perimeter of Rectangle}=2(Length+Width)[/tex]

Length = AB

Width = BC

Now By Distance Formula  we have'

[tex]l(AB) = \sqrt{((x_{2}-x_{1})^{2}+(y_{2}-y_{1})^{2} )}[/tex]

Substituting the values we get

[tex]l(AB) = \sqrt{((-4-(-6))^{2}+(-4-(-4))^{2} )}[/tex]

[tex]l(AB) = \sqrt{((2)^{2}+(0)^{2} )}=2\ unit[/tex]

Similarly

[tex]l(BC) = \sqrt{((-4-(-4))^{2}+(-2-(-4))^{2} )}[/tex]

[tex]l(BC) = \sqrt{((0)^{2}+(2)^{2} )}=2\ unit[/tex]

Therefore now

Length = AB = 2 unit

Width = BC = 2 unit

Substituting the values  in Perimeter we get

[tex]\textrm{Perimeter of Rectangle}=2(2+2)=2(4)=8\ unit[/tex]

Therefore Perimeter of Rectangle ABCD is 4 units

Answer:

Therefore Perimeter of Rectangle ABCD is 4 units

Step-by-step explanation:

Given:

ABCD is a Rectangle.

A(-6,-4),

B(-4,-4),

C(-4,-2), and

D (-6,-2).

To Find :

Perimeter of Rectangle = ?

Solution:


ASAP


Of 450 lunches sold at school on Thursday, 40% were hamburgers
and the rest were pizza. How many more pizza lunches were sold than
hamburgers? Explain how you found your answer.

Answers

Answer: 90

Step-by-step explanation:

Total number of lunches sold = 450

Number of hamburgers = 40% of the total , that is

number of hamburgers = 40/100 x 450 = 180

number of pizza = 450 - 180 = 270

Therefore , the number of pizza lunches sold more than hamburgers will be

270 - 180 = 90

Therefore : 90 more pizza lunches were sold than hamburgers.

Brian has reduced his cholesterol level by 20% after his last check up. If his original level was 240, what is his cholesterol level now?

Answers

Answer:

192

Step-by-step explanation:

20% of 240 is 48

240-48 = 192

Answer:

192

Step-by-step explanation:

20%/100% x 240 =48

His cholesterol level now will be 240 - 48 = 192

elizabeth can run 5 mils in 24 1/2 minutes Dez can run 8 miles in 32 1/3 minutes. who can run faster?

Equivalent ratio 1:

Equivalent ratio 2:

Answers

Answer:

Des can run faster than Elizabeth.

Des can run 1 mile in 4.037 minutes while Elizabeth can run 1 Mile in 4.9 minutes

Step-by-step explanation:

If Elizabeth can run 5 miles in 24.5 minutes. Elizabeth will run 1 mile in 24.5/5=4.9 minutes.

If Dez can run 8 miles in 32 1/3 minutes. Then Dez will run 1 mile in 32.3/8=4.037 minutes

Therefore if Dez can run 1 mile in 4.037 minutes and Elizabeth can run 1 mile in 4.9 minutes then Dez can run faster than Elizabeth.

Draw a model for a fraction1/6

Answers

Answer:

Step-by-step explanation:

picture to help

Answer: I can't draw it but i answered

Step-by-step explanation:

To draw a model for 1/6 you would have draw six shapes of any kind. Then you would only fill one of them.

What is the inverse of f(x)=-x-1

Answers

Answer:

f^-1 (x)=-x-1

Step-by-step explanation:

y=-x-1

x=-y-1

-y=x+1

y=-x-1

If 5/8 = x/16 , then x is equal to

Answers

Answer:

10/16

Step-by-step explanation:

Linda's start up cost for her online jewelery store was $250, as she has to pay an additional $60per month to keep it running. Write an expression or equation modeling the real world

Answers

Total Cost = 250 + 60x is the equation that models the given situation

Solution:

Given that, Linda's start up cost for her online jewelery store was $250

She has to pay an additional $60 per month to keep it running

To find: Equation that models this situation

From given,

Start up cost = $ 250

Let "x" be the number of months she keeps the store running

Additional pay per month = $ 60

Thus, the total cost Linda spend to keep the store running is given as:

Total Cost = Startup cost + (Additional pay per month)(number of months)

[tex]Total\ Cost = 250 + 60x[/tex]

Thus the equation that models the given situation is found

What is the equation of the line that has a slope of -4 and goes through (-1,6)

Answers

Answer:

y = - 4x + 2

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Here m = - 4, thus

y = - 4x + c ← is the partial equation

To find c substitute (- 1, 6) into the partial equation

6 = 4 + c ⇒ c = 6 - 4 = 2

y = - 4x + 2 ← equation of line

Ryder used front-end estimation to estimate the product of (–24.98)(–1.29). What was his estimate?

Answers

Answer:

20

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

Which equation represents the line shown
on the graph?
x = y + 2
y = x + 2
y = 2x
x = 2y

Answers

Answer: Third option:

Step-by-step explanation:

The equation in Slope Intercept form of a line that does not pass through the point (0,0), which is known as "Origin, is the following:

[tex]y=mx+b[/tex]

Where "m" is the slope of the line and "b" is the y-intercept.

The equation  in Slope Intercept form  of a line that passes through the Origin, is:

[tex]y=mx[/tex]

Where "m" is the slope of the line.

In this case you can observe in the picture attached that the line passes through the point (0,0).

You can also notice that "y" would be the Dependent variable and "x" the Independent variable.

Therefore, the equation of this must have this form:

 [tex]y=mx[/tex]

The only equation that matches with that form, is the one given in the Third option. This is:

[tex]y=2x[/tex]

The linear equation shown in the graph can be written as.

y = 2x

Which equation represents the line shown on the graph?

A general linear equation is written as:

y = ax + b

Where a is the slope and b is the y-intercept.

In this graph, we can see that the line intercepts the y-axis at y = 0, so we have:

y = ax

We also can see that the line passes through the point (1, 2), replacing these values in the equation we will get:

2 = a*1

2 = a

Then the linear equation is:

y = 2x

The third option.

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What is the y-coordinate of the point that divides the directed line segment from J to K into a ratio of 5:1?

y = (StartFraction m Over m + n EndFraction) (y 2 minus y 1) + y 1

–8
–5
0
6

Answers

Answer: 0 on edge

Step-by-step explanation:

got it correct

Answer: C

Step-by-step explanation:

took quiz

find the value of m<1 m<2 and m<3

Answers

Answer:

i don't know

Step-by-step explanation:

How can I use fractions tiles to help divide a whole number by a unit fraction

Answers

To divide a whole number by a unit fraction, you can always multiply the whole number by the unit fraction's denominator to get the answer! Example: 5 divided by 1/7 is 5*7=35. This answer of 35 makes sense: there are seven 1/7's in a 1, so there are thirty-five 1/7's in a 5.

Final answer:

To divide a whole number by a unit fraction using fraction tiles, treat the division as multiplication by the reciprocal of the unit fraction and then split the whole number tiles accordingly.

Explanation:

To use fraction tiles to help divide a whole number by a unit fraction, you can follow these steps:

Understand that dividing by a unit fraction is the same as multiplying by its reciprocal. For example, dividing by 1/2 is the same as multiplying by 2, since 2 is the reciprocal of 1/2.Start with fraction tiles that represent the whole number you want to divide. For instance, if the whole number is 6 and you're dividing by 1/2, use 6 whole tiles.Since you're multiplying by the reciprocal of the unit fraction, convert the action of dividing into multiplication. Each whole tile would be split into the number of pieces that are equivalent to the denominator of the unit fraction. If dividing by 1/2, split each whole into 2 pieces.Count all the new pieces. The result is the number of pieces you have after dividing by the unit fraction. In our example with 6 whole tiles and dividing by 1/2, you'd end up with 12 pieces since each whole tile is split into 2 pieces.

what should be added to both sides of the equation to solve for the variables? 45=30+m

Answers

Answer: m = 15

Step-by-step explanation:

45 = 30 + m

subtract 30 , from both sides  , that is , -30 should be added to both sides to find the variable

45 - 30 = 30 + m - 30

15 = m

Therefore : m = 15

The line passing through (11,y) and (2,0)is parallel to the line joining (7,5) and (-2,2). Find y.

Answers

Answer: y = 3

Step-by-step explanation:

Two lines are said to be parallel if they have the same slope. All we need to do is to find the slope of each line . The formula for finding slope is given as :

m = [tex]\frac{y_{2}-y_{1}}{x_{2}-x_{1}}[/tex]

For the first line

[tex]x_{1}[/tex] = 11

[tex]x_{2}[/tex] = 2

[tex]y_{1}[/tex] = y

[tex]y_{2}[/tex] = 0

substituting into the formula , we have

m = [tex]\frac{0 - y}{2 - 11}[/tex]

m = [tex]\frac{-y}{-9}[/tex]

m = [tex]\frac{y}{9}[/tex]

Also Finding the slope of the second line we have

[tex]m_{2}[/tex] = [tex]\frac{2-5}{-2 - 7}[/tex]

[tex]m_{2}[/tex] = [tex]\frac{-3}{-9}[/tex]

[tex]m_{2}[/tex] = [tex]\frac{1}{3}[/tex]

Since the two lines are parallel , we will equate their slope , that is

[tex]\frac{y}{9}[/tex] = [tex]\frac{1}{3}[/tex]

3y = 9

y = 3

The friends now To go on the loop D loop and the roller coaster. Explain why only 1 of the friends can go on both of these rides

Answers

Are there any more instructions or information?

Final answer:

Due to requirements such as height and ride capacity, only one friend can go on both the loop and the roller coaster at the same time.

Explanation:

In order to go on the loop and the roller coaster, the friends need to meet certain requirements. For example, they need to be tall enough to ride the roller coaster and meet any age restrictions. Additionally, the roller coaster may have a limited number of seats or ride capacity. Due to these factors, it's possible that only one friend can go on both of these rides at the same time.

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The sum of the measures of the angles of a triangle is 180. The sum of the measures of the second and third angles is twice the measure of the first angle. The third angle is 12 more than the second.

Let x, y, and z represent the measures of the first, second, and third angles, respectively. Find the measures of the three angles.

Answers

x = first angle

y = second angle

z = third angle

x + y + z = 180

The sum of the measures of the second and third angles is twice the measure of the first angle.    ---->       y + z = 2x

The third angle is 12 more than the second.  ---->    z = y + 12

Use substitution to find each variable. Since z is already isolated/by itself, plug it into the other equation

y + z = 2x    Plug in (y + 12) for z

y + (y + 12) = 2x      Simplify

2y + 12 = 2x    Divide 2 on both sides

y + 6 = x          Isolate "y"

y = x - 6         Next you could plug this into z = y + 12, so that z has the x variable

z = y + 12

z = x - 6 + 12

z = x + 6

Now that you have y and z, you can do this:

x + y + z = 180

x + (x - 6) + (x + 6) = 180     Simplify

3x = 180    Divide 3 on both sides

x = 60             Now that you found x, plug it into the other equations to find y and z

y = x - 6

y = 60 - 6

y = 54

z = x + 6

z = 60 + 6

z = 66

x = 60°

y = 54°

z = 66°          [sorry if this is confusing]

PROOF

x + y + z = 180

60 + 54 + 66 = 180

180 = 180

Final answer:

The problem can be solved by setting up and solving a system of equations based on the information given in the problem. Using these equations, we are able to establish a relationship between the angles and thus calculate their individual measures.

Explanation:

To solve this problem, we need to set up and solve a system of equations based on the information provided. We know from the problem that:

The sum of the angles of a triangle is 180 degrees, so x + y + z = 180.The sum of the measures of the second and third angles is twice the measure of the first, so y + z = 2x.The third angle is 12 more than the second, so z = y + 12.

First, let's substitute z = y + 12 into the other two equations:

In x + y + z = 180, replace z with y + 12 to get x + y + y + 12 = 180; or, simplifying further, x + 2y = 168.In y + z = 2x, replace z with y + 12 to get y + y + 12 = 2x or, simplifying further, 2x = 2y + 12 or x = y + 6.

We now substitute x = y + 6 into the equation x + 2y = 168 to find the values of x and y and hence z.

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Perform the indicated operation.(7 - 11/) + (-3 + 5/)

Answers

Answer:

The correct answer is C. 4 -6

Step-by-step explanation:

Let's solve the operation given, this way:

(7 - 11/) + (-3 + 5/)

7 - 11 - 3 + 5=

12 - 14 = - 2

After resolving the parenthesis, adding and subtracting the result of thhe operation is - 2

The correct answer is C. 4 -6

Which of the following points is a solution of the inequality y < -|x|?
a) (1, -2)
b) (1, -1)
c) (1, 0)

Answers

Answer:

a) (1, -2)

Step-by-step explanation:

The given inequality is y < -|x|

We substitute the point to see which points satisfy the inequality.

For a) (1, -2), we substitute x=1 and y=-2 to get:

-2 < -|1|---------->-2<-1--------->True

For b) (1, -1), we substitute x=1 and y=-1 to get:

-1 < -|1|---------->-1<-1--------->False

For a) (1, 0), we substitute x=1 and y=0 to get:

0 < -|1|---------->0<-1--------->False

The first choice is correct.

What is the equation of the line that is parallel to the line y - 1 = 4(x + 3) and passes through the point (4, 32)?
A: y=-1/4x +33
B: y=-1/4x + 36
C: y = 4x - 16
D: y = 4x + 16

Answers

Answer:

Option D: y = 4x + 16

Step-by-step explanation:

Given the line:  y - 1 = 4(x + 3)  ⇒  y = 4x + 13

The slope of the given line = m = 4

The required line is parallel to the given line

So, the slope of the required line = m = 4

So, the general equation of the required line: y = 4x + c

Where c is constant represents y-intercept

To find the value of c, substitute with the point (4,32)

At x = 4 y = 32

∴ 32 = 4 * 4 + c

∴ c = 32 - 16 = 16

∴ y = 4x + 16

The answer is option D: y = 4x + 16

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