1. The mZRST is 37º. The mZRSV is 58°. What is the mZTSV? R T s​

Answer:

B

Step-by-step explanation:

Rounding a number involves replacing the number with an approximation of the number that results in a shorter, simpler, or more explicit representation of said number based on specific rounding definitions. For example, if rounding the number 2.7 to the nearest integer, 2.7 would be rounded to 3.

Answer:

Quadrant III

Step-by-step explanation:

because in quadrant III there is both negative terms

it is o h(x)= 2×+2 because if you look at the question and you see that the answer i got would match with the question

Answer:

[tex] \underline{the \: sides \: are} \: \to \\ \underline{ \boxed{ n= 4}} \\ \: \underline{ \boxed{ n= 5}} \\ \:\underline{ \boxed{ n= 7}} \\ \: \underline{ \boxed{ n= 9}} \\ \: [/tex]

Step-by-step explanation:

[tex] \\ the \: sum \:o f \: the\: interior \: angles \: of \: aregular \: polygon \: \\ is \: generaly \: given \: by \to \: 180(n - 2)\\ \underline{ \boxed {case \:( 1) \to}} \\ If \: the \: interior \: angle \: sum \: is \: 360°, \\ then : \: the \: polygon \: has \to \: \\ 180(n - 2) = 360 \\ n - 2 = 2 \\ \underline{ \boxed{ n= 4}} \\ \: \underline{ \boxed {case \:( 2) \to}} \\ If \: the \: interior \: angle \: sum \: is \: 540°, \\ then : \: the \: polygon \: has \to \: \\ 180(n - 2) = 540 \\ n - 2 = 3 \\ \underline{ \boxed{ n= 5}} \\ \: \underline{ \boxed {case \:( 3) \to}} \\ If \: the \: interior \: angle \: sum \: is \: 900°, \\ then : \: the \: polygon \: has \to \: \\ 180(n - 2) = 900 \\ n - 2 = 5 \\ \underline{ \boxed{ n= 7}} \\ \: \underline{ \boxed {case \:(final ) \to}} \\ If \: the \: interior \: angle \: sum \: is \: 1260°, \\ then : \: the \: polygon \: has \to \: \\ 180(n - 2) = 1260 \\ n - 2 = 7\\ \underline{ \boxed{ n= 9}} \\ \: [/tex]

♨Rage♨

Answer:

4,5,7,9

Step-by-step explanation:

Got it right on edge

Step-by-step explanation:

x+66+52=180

x=180-66-52

x=180-118

x=62

Answer:B. is your

Step-by-step explanation: make sure you thank me and rate this with 5 stars please I'm begging you

You write something wrong

An inconsistent, independent system of equations is a system with not intersecting lines that have the same slope but different y intercepts.

Answer:

250 cookies

Step-by-step explanation:

The employee burns 55 chocolate chip cookies

if this represented 22% of the days production

Let x = the total production of cookies for the day

how many cookies did you plan on producing that day?

22% of x = 55

22 / 100 * x = 55

0.22x = 55

Divide both sides by 0.22

x = 55 / 0.22

= 250

x = 250 cookies

Therefore, the total production of cookies for the day is 250

Answer:

28/9

Step-by-step explanation:

14/1 * 2/9

Answer:

3.108

Step-by-step explanation:

1. 2 divided by 9 equals 0.222

2. The soldier will need x amount of liters in *14* days.

3. Multiple 0.222 by 14.

Answer:

3x - 125 = -5

Step-by-step explanation:

the 3 is the triple, x is the deposit and -125 is the withdrawn and -5 is what's left over in the bank account

Answer:

Yes

Step-by-step explanation:

In the family the blue eyed people may have had a gene with brown eyes. So if both parents carry that gene even if they don't display it, it can be still shown because brown eyes are the most dominant trait.

BR Elder 1: BL  BR     BL Elder 2: BL BL   BL Elder 1: BL BL   BL Elder 2: BR BL

              I                                  I                                      I                              I

                      I                                                                        I

Parent 1: Blue gene  brown gene          Parent 2: Blue gene brown gene

                                           I                                                                    I

                                                                              I

                                                            Child Brown eyes: BR BL

Because the brown gene is dominant if the gene shows up in both parents the child would be more likely to have brown eyes than blue.

Answer:

85%

Step-by-step explanation:

I learned about it and did the problem so to check my answer i searched it up on Google

Step-by-step explanation:

Percent Change Formula

(New value- Original Value)/ original value multiplied by 100.

So (40.8-48)/48

This gives us a decimal of -.15.

Multiply by 100

And we get 15 percent off

Answer:

calculator says 19.625

Answer:

19.625

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

Because there are a same number of boys and girls, the odds are 20:20 which can be simplified to 1:1

Hope that helps

Once again the answer is A

Bye have a great time :D

Answer:

D

Step-by-step explanation:

Edge 2020-2021

The quadratic equation {y = - 16t² + 202.5} correctly represents the given graph.

A quadratic equation is of the form -

f(x) = ax² + bx + c

Given is the graph as shown in the image attached.

The graph given in the image is correctly represented by the quadratic equation -

y = - 16t² + 202.5

Due to the negative coefficient of {a}, it opens downwards. The [y] intercept is at 202.5.

Therefore, the  quadratic equation {y = - 16t² + 202.5} correctly represents the given graph.

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Answer:

inside of the triangle

Step-by-step explanation:

Step-by-step explanation:

Because in (x + 5)2 you have to multiply 2 by each term in the parentheses, and that is not equal to x2 + 25. itll be 2x + 10 and that is not equivalent.

x² + 25 is not equal to (x+5)² because the later has an extra term 10x in it.

A quadratic equation has a highest degree of 2 and it has two solutions or roots which satisfies ax² + bx + c = 0.

According to the given explain why x² + 25 and (x+5)² are not equal.

We know (a+b)² = a² + 2ab + b².

So, (x+5)² = x² + 10x + 25.

On the other hand x² + 25 can be written as x² + 5².

∴ (x+5)² ≠ x² + 5².

There is an extra term 10x in (x+5)² or we can say  x² + 25 is 10x less than (x+5)².

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Answer:

Step-by-step explanation:

Given ration of pupils and teachers =20:1

Let the no. Of teachers =X

So no.of pupils =20X

No.of pupils=840

20X=840

X=840/20

X=42

No.of teacher =X

=42.

Answer:

4

Step-by-step explanation:

Answer: I can’t see the numbers dude.

Step-by-step explanation:

Sorry

Answer:

-8>x>6

Step-by-step explanation:

I 5x+5I +22> 57subtract 22 on both sides

I5x+5I >35

                                    SPLIT

5x+5>35                                              5x+5< -35 ( flip sign and 35 negative)

5x>30                                                   5x< -40

x>6                                                         x< -8

  Draw a number line Write  zero in the middle

From zero count  to the  left until- 8  make an open circle because- 8  is not included  From -8 draw  an arrow to the left (because x  is less than -8)  

From zero  count to the right until  6  Make an open circle bc 6     is not included.  From 6 draw an arrow to the right   (because x is more than 6)

PART 2 is not already solved?  

If you need to solve fot t

Divide both parts by pr

t= (l/ pr)                                      

Answer:

A, B, and C

Step-by-step explanation:

Answer:

Yo tengo 10 años y eso da 1,190

Step-by-step explanation:

Answer:

Even

Step-by-step explanation:

Answer:

1) The slope-intercept and standard forms are [tex]y = -5\cdot x + 1[/tex] and [tex]5\cdot x +y = 1[/tex], respectively.

2) The slope-intercept form of the line is [tex]y = \frac{5}{2}\cdot x -\frac{9}{2}[/tex]. The standard form of the line is [tex]-5\cdot x +2\cdot y = -9[/tex].

3) The slope-intercept form of the line is [tex]y = \frac{5}{2}\cdot x + 5[/tex]. The standard form of the line is [tex]-5\cdot x +2\cdot y = 10[/tex].

4) The slope-intercept and standard forms of the family of lines are [tex]y = \frac{2}{7}\cdot x -\frac{c}{7}[/tex] and [tex]2\cdot x -7\cdot y = c[/tex], [tex]\forall \,c \in \mathbb{R}[/tex], respectively.

5) The slope-intercept form of the line is [tex]y = 2\cdot x-7[/tex]. The standard form of the line is [tex]-2\cdot x +y = -7[/tex].

Step-by-step explanation:

From Analytical Geometry we know that the slope-intercept form of the line is represented by:

[tex]y = m\cdot x + b[/tex] (1)

Where:

[tex]x[/tex] - Independent variable, dimensionless.

[tex]m[/tex] - Slope, dimensionless.

[tex]b[/tex] - y-Intercept, dimensionless.

[tex]y[/tex] - Dependent variable, dimensionless.

In addition, the standard form of the line is represented by the following model:

[tex]a\cdot x + b \cdot y = c[/tex] (2)

Where [tex]a[/tex], [tex]b[/tex] are constant coefficients, dimensionless.

Now we process to resolve each problem:

1) If we know that  [tex]m = -5[/tex] and [tex]b = 1[/tex], then we know that the slope-intercept form of the line is:

[tex]y = -5\cdot x + 1[/tex] (3)

And the standard form is found after some algebraic handling:

[tex]5\cdot x +y = 1[/tex] (4)

The slope-intercept and standard forms are [tex]y = -5\cdot x + 1[/tex] and [tex]5\cdot x +y = 1[/tex], respectively.

2) From Geometry we know that a line can be formed by two distinct points on a plane. If we know that [tex](x_{1},y_{1})=(1,-2)[/tex] and [tex](x_{2},y_{2}) = (3,3)[/tex], then we construct the following system of linear equations:

[tex]m+b= -2[/tex] (5)

[tex]3\cdot m +b = 3[/tex] (6)

The solution of the system is:

[tex]m = \frac{5}{2}[/tex], [tex]b = -\frac{9}{2}[/tex]

The slope-intercept form of the line is [tex]y = \frac{5}{2}\cdot x -\frac{9}{2}[/tex].

And the standard form is found after some algebraic handling:

[tex]-\frac{5}{2}\cdot x +y = -\frac{9}{2}[/tex]

[tex]-5\cdot x +2\cdot y = -9[/tex] (7)

The standard form of the line is [tex]-5\cdot x +2\cdot y = -9[/tex].

3) From Geometry we know that a line can be formed by two distinct points on a plane. If we know that [tex](x_{1},y_{1})=(-2,0)[/tex] and [tex](x_{2},y_{2}) = (0,5)[/tex], then we construct the following system of linear equations:

[tex]-2\cdot m +b = 0[/tex] (8)

[tex]b = 5[/tex] (9)

The solution of the system is:

[tex]m =\frac{5}{2}[/tex], [tex]b = 5[/tex]

The slope-intercept form of the line is [tex]y = \frac{5}{2}\cdot x + 5[/tex].

And the standard form is found after some algebraic handling:

[tex]-\frac{5}{2}\cdot x+y =5[/tex]

[tex]-5\cdot x +2\cdot y = 10[/tex] (10)

The standard form of the line is [tex]-5\cdot x +2\cdot y = 10[/tex].

4) If we know that [tex]a = 2[/tex] and [tex]b = -7[/tex], then the standard form of the family of lines is:

[tex]2\cdot x -7\cdot y = c[/tex], [tex]\forall \,c \in \mathbb{R}[/tex]

And the standard form is found after some algebraic handling:

[tex]-7\cdot y = -2\cdot x +c[/tex]

[tex]y = \frac{2}{7}\cdot x -\frac{c}{7}[/tex], [tex]\forall \,c\in\mathbb{R}[/tex] (11)

The slope-intercept and standard forms of the family of lines are [tex]y = \frac{2}{7}\cdot x -\frac{c}{7}[/tex] and [tex]2\cdot x -7\cdot y = c[/tex], [tex]\forall \,c \in \mathbb{R}[/tex], respectively.

5) If we know that [tex](x,y) = (3,-1)[/tex] and [tex]m = 2[/tex], then the y-intercept of the line is:

[tex]3\cdot 2 + b = -1[/tex]

[tex]b = -7[/tex]

Then, the slope-intercept form of the line is [tex]y = 2\cdot x-7[/tex].

And the standard form is found after some algebraic handling:

[tex]-2\cdot x +y = -7[/tex] (12)

The standard form of the line is [tex]-2\cdot x +y = -7[/tex].

Answer:

23 × 4 × 3 = 276

Step-by-step explanation:

When finding the volume of a rectangular prism, multiply all the dimensions given (length × width × height)

Keep in mind that this works because the equation to find the area of the base is L × W, and to fight volume you multiply the base by the height.

If the base were a triangle, you would need to find the area using bxh/2 instead of L x W

Answer:

[tex]x=12[/tex]

Step-by-step explanation:

Since the polygons are similar, we can use the formula: [tex]\frac{x}{15}=\frac{32}{40}[/tex]. Using cross-multiplication , we obtain: [tex]40x=15*32\\x=\frac{15*32}{40}= 12[/tex].

Answer:

x + 7

Step-by-step explanation:

Step 1: Translate

x = x

more than = addition (+)

7 = 7

Step 2: Combine

x + 7

Answer:

y = 7 + x

Step-by-step explanation:

If we have the number 7 and what x more we can represent that with 7 + x. The total can be repesented as y. So your answer is 7 + x or y = 7 + x.

Hope that helps!

Answer:

C. 22

Step-by-step explanation: