An angle measures 154º more than the measure of its supplementary angle. What is the
measure of each angle?


Answers

Answer 1

Answer:

167 & 13

Step-by-step explanation:

(180-154)/2=

26/2=13

154+13=167


Related Questions

Companies use employee training for various reasons, including employee loyalty, certification, quality, and process improvement. In a national survey of companies, BI Learning Systems reported that 56% of the responding companies named employee retention as a top reason for training. Suppose 38% of the companies replied that they use training for process improvement and for employee retention. In addition, suppose that of the companies that use training for process improvement, 89% use training for employee retention. A company that uses training is randomly selected. a. What is the probability that the company uses training for employee retention and not for process improvement

Answers

Answer:

0.3081 = 30.81% probability that the company uses training for employee retention and not for process improvement

Step-by-step explanation:

56% employee retention.

38% for process improvement. Of those, 89% for employee retention.

a. What is the probability that the company uses training for employee retention and not for process improvement

The 56% is composed by:

x of 100 - 38 = 72%(not for process improvement)

89% of 38%(for process improvement).

We want to find x. So

[tex]0.72x + 0.89*0.38 = 0.56[/tex]

[tex]0.72x = 0.56 - 0.89*0.38[/tex]

[tex]x = \frac{0.56 - 0.89*0.38}{0.72}[/tex]

[tex]x = 0.3081[/tex]

0.3081 = 30.81% probability that the company uses training for employee retention and not for process improvement

What does this violin thing mean (circled it)

Answers

That means a down bow, it means you move your hand away from the violin, away/down :D Hope it helped!

In a class of pupils, 11 play the flute and piano.
10 play the flute only.
5 play the piano only.
3 play neither instrument.
How many pupils are in the class?

Answers

Answer:

The answer is 29

Step-by-step explanation:

11+10+5+3=29

What is the solution to the equation Sqrt 2x+6-Sqrt x+4 = 1?

Answers

Answer:

its 5

Step-by-step explanation:

In ΔEFG, the measure of ∠G=90°, FG = 4.8 feet, and GE = 3.5 feet. Find the measure of ∠F to the nearest degree.

Answers

Answer:

36

Step-by-step explanation:

What function uses the ADJACENT and the OPPOSITE?

\text{SOH-CAH-TOA}

SOH-CAH-TOA

\tan F = \frac{\text{opposite}}{\text{adjacent}}=\frac{3.5}{4.8}

tanF=

adjacent

opposite

=

4.8

3.5

\tan F = \frac{3.5}{4.8}

tanF=

4.8

3.5

F=\tan^{-1}(\frac{3.5}{4.8})

F=tan

−1

(

4.8

3.5

)

F=36.098\approx 36^{\circ}

F=36.098≈36

Answer:

36

Step-by-step explanation:

Ric, Jeff, and Mark decided to invest $10,000 each in a cryptocurrency. When they decided to cash in their investment, they had accumulated quite a bit of money. Jeff gave
Ric and Mark 33% each.
Why were they unhappy?

Answers

Answer:

Step-by-step explanation:

Let the total value be T. If he gave them 33% each, they received

.33T each.

Jeff on the other hand still has T(1-.33-.33)=.34T, so Jeff has more than the others.

What is the equation of the line that passes through the point (−1,−1) and has a slope of −6?

Answers

Answer: y= -6x -7

Step-by-step explanation:

Point slope formula : y-y1=m(x-x1)

y- (-1)=-6(x- (-1))

y+1= -6(x+1)

y+1= -6x-6

y+1-1=-6x-6-1

y=-6x-7

Standard from 6x+y=7

Five times a number is 65. What is the number?
13
60
70
325

Answers

Answer:

13

Step-by-step explanation:

13*5=65

Answer:

13

Step-by-step explanation:

the other ones if you multiplyed they would go over the number

Everyone thought that Martha Mathy was trying to start a new fashion trend when she started wearing socks that did not match. her "look" started to catch on, and pretty soon all the kids at her school were wearing mixed-up socks, too. Rita Writer, a reporter for the school paper, interviewed Martha about the new sock trend. " Wat gave you the idea to wear mismatched socks?" Rita Asked.

"Its simple mathematics," Martha replied. "you see, I have 18 socks at home but no two are the same. with just these 18 socks, I can create over 100 unique pairs of mismatched socks." Rita found this hard to believe, so she checked it out. Was Martha correct?

Answers

Answer:

There are 153 combinations

Combinations - any two from eighteen is given by the formula 18C2 or 18! / (2!*16!)

= 18 * 17 / 2 = 153

OK that is the maths - now the explanation

The first sock can be any of 18

The second sock can be any of 17 (one already been selected and they must be mismatched)

Therefore there are 18*17 = 306 permutations she could make

However the question asks for "combinations" not "permutations"

A green sock on the right foot and a yellow sock on the left foot is deemed to be a different "permutation" to a yellow sock on the right foot and a green sock on the left foot. HOWEVER, they are regarded as the same "combination" in both cases you have one green and one yellow sock.

Therefore for combinations we must divide the 306 permutations calculated above by 2 = 153

FYI Walton has incorrectly given you the value of 18!. That would only apply if Martha Mathy had 18 feet!

-4 = r divided by 20 − 5
Solve for R

Answers

Answer:

20

Step-by-step explanation:

Simplify both sides of the equation.

−4= r 20 −5 −4= 1 /20 r+−5 −4= 1 /20 r−5

Flip the equation.

1 /20 r−5=−4

Add 5 to both sides.

1 /20 r−5+5=−4+5

1 /20 r=1

Multiply both sides by 20.

20*( 1 /20 r)=(20)*(1)

r=20

Find the average rage of change of each of the following functions over the interval 1 < × < 5.

Answers

not sure maybe 45 or 10

Find the cardinal number of 200, 201,202,203,...,1099​

Answers

Answer:

there is a thing called you can use that

Step-by-step explanation:

based on your understanding about matendo
activities
LEARNING ACTIVITY 1
horizontal, vertical or diagonal The first letter of your answer is given already.
hank for the four parts of a typical mathematical system using Word Hunt Puzzle. It will be
1. U
2. D.
3. P
4 T
U B
MNO
Y
R
F G
V
GFIED
T
V
D
D
NO
C
N
0
B
Ol
F
1
K
P
N
G
NNN
RSES
Y Y
P
ONO
WWV
V
D
T
L
B
F
w
A
N
T
5
E
EO
$
T
T
V
W
A
Z
X
0
1
5
c
G
D
LEARNING ACTIVITY 2
Determine if the following terms represent a POINT, a LINE or a PLANE
1. Tip of a ballpen
6. wall
2. Screen of a cellphone
7. Note card
3. Cable wire
8. mole
4. Laptop
9. Hair strand
5. Edge of a table
10 Edge of the desk​

Answers

Answer:

what is the question? where is the diagram?

please help me the first person gets the brainiest

Answers

One axis is used for kilograms, the other for pounds. When the x-axis is kilograms, the line includes points (1, 2.2), (2, 4.4), and (3, 6.6). The graph is a straight line that passes through the origin. The line is straight because unit conversions are proportional.

Expand 6(3x-5)

I know it looks easy but I can't ​

Answers

Answer:

18x - 30

Step-by-step explanation:

in order to expand the expression, you need to use the distributive property to simplify 6(3x - 5).

first, distribute 6 to 3x, which is just 6 • 3x.

6 • 3x = 18x

now distribute 6 to -5, which is just 6 • -5.

6 • -5 = -30

therefore, 6(3x - 5) expanded is 18x - 30 :) i hope this helps!! have a lovely rest of your day <3

6(3x - 5)

= 6(3x) + 6(-5)

= 18x - 30

5. One side of a triangle has length 12.
2. How long is the segment that joins the midpoints of the other two sides?
b. How long would the segment joining the midpoints be if the side of the
triangle had length 10? Length 18? Length 19?

Answers

i’m just doing these for points i’m so sorry hopefully someone can give you the answer



A furniture store routinely calls some customers to inquire about their buying experience in the showroom, the delivery and setup, and their overall satisfaction with

purchase. Today the calls will go to 2 homes randomly selected from last week's 5 customers. How many different groups of customers could the store call?

Answers

Answer:

10 different groups of customers could the store call

Step-by-step explanation:

Given the data in the question;

calling two (2) homes out of last week's five (5) customers;

so, there are 5 customers from last week and todays call needs to go to 2 customers randomly;

hence, Total group will be;

[tex]\left[\begin{array}{ccc}5\\2\\\end{array}\right][/tex]  = 5! / ( 2! × ( 5 - 2 )!

= 5! / (2! × 3! )

= 10

Therefore, 10 different groups of customers could the store call

a student earned 44 out of 50 points on the last test. what percent correct did the student earn

Answers

Answer:

88%

Step-by-step explanation:

44/50 = 88/100 = 88%

88% is the answer ❤️❤️❤️❤️

help please please guys

Answers

Answer:

Sorry... I don't understant...

missing fun activities

Area of an square is 144^2 how big is the circumstance of the square

Answers

Answer:

576

Step-by-step explanation:

That's your answer.

How do you find probability

Answers

Answer:

Determine a single event with a single outcome. ...

Identify the total number of outcomes that can occur. ...

Divide the number of events by the number of possible outcomes. ...

Determine each event you will calculate. ...

Calculate the probability of each event.

Step-by-step explanation:

CAN I PLS HAVE BRAINLIEST

ollie is making salad dressing.He mixes 1 part vinegar to 2 parts oil.Ollie makes 450mls of salad dressing.how much oul does he use​

Answers

Answer:

let one part =x

part of vinegar= x

part of oil =2x

part of oil +part of vinegar = 450ml

2x+x=450

3x=450

x=450/3

x=150

part of vinegar=150ml

part of oil= 300ml

The amount of oil used by Ollie is 300ml.

What is linear equation in one variable?

The linear equations in one variable is an equation which is expressed in the form of ax + b = 0, where a and b are two integers, and x is a variable and has only one solution.

Suppose the vinegar is x ml.

So, the oil is 2x ml.

Ollie makes 450mls of salad dressing.

2x + x = 450

Solve the above linear equation for x.

⇒ 3x = 450

⇒ x = 150ml

Therefore, amount of oil she used = 2 × 150ml = 300ml.

Hence, the amount of oil used by Ollie is 300ml.

Learn more about the linear equation in one variable here:

https://brainly.com/question/17139602

#SPJ2

The value of x in the expression 2x + 3 = 13 is​

Answers

Answer:

B

Step-by-step explanation:

get x by itself

2x+3=13 - subtract 3 from both sides

2x=10 - divide each side by 2

x=5

Aramaic sequence how do you find the term

Answers

n
a

= the term that you want to find


a
1

= first term in the sequence

n = the term position (ex: for 5th term, n = 5 )


d = common difference of any pair of consecutive or adjacent numbers

Identify the number as real, complex, pure imaginary, or nonreal complex. 6 + i

Answers

Answer:

Imaginary I think

Step-by-step explanation:

I need help in this, the parallel lines

Answers

the first and second choices are your answers.
Parallel lines have the same slope and never intersect so 1 and 2

completely the equation 2(x+5)=11

Answers

2(x+5)=11
2x+10=11
2x=1
x= 1/2 or 0.5

Answer these its due today

Answers

Answer:

you didn't attached it

Step-by-step explanation:

send it again

Answer:no questions here thanks for the points have a nice day

Step-by-step explanation:ACHIEVEMENTS

One shade of purple paint is made by mixing 2 pints of red and 5 pints of blue paint. Charley has 20 pints of blue paint. How many pints of red paint does he need to make the purple paint?

Answers

Answer:

8 pints

Step-by-step explanation:

What are the two possible answers for the equation Ix/5I = 3?

Answers

Answer:

Either [tex]x = -15[/tex] or [tex]x = 15[/tex].

Step-by-step explanation:

[tex]|x| = \left\lbrace \begin{aligned} & x && \text{if $x \ge 0$} \\ & -x && \text{if $x < 0$}\end{aligned}\right.[/tex].

Hence, there are two possibilities to consider:

Either [tex](x / 5) \ge 0[/tex],Or [tex](x / 5) < 0[/tex].

If [tex](x / 5) \ge 0[/tex], then [tex]|x / 5| = x / 5[/tex].

Substitute into the original equation: [tex]x/ 5= 3[/tex]. Solve for [tex]x[/tex]: [tex]x = 15[/tex].

Important: verify that the solution [tex]x = 15[/tex] meet the assumption [tex](x / 5) \ge 0[/tex]. Indeed, [tex](x / 5) = (15 / 5) = 3[/tex] and is indeed non-negative. Hence, the solution [tex]x = 15\![/tex] is valid.

On the other hand, if [tex](x / 5) < 0[/tex], then [tex]|x / 5| = - x / 5[/tex].

Substitute into the original equation: [tex](-x / 5) = 3[/tex]. Solve for [tex]x[/tex]: [tex]x = -15[/tex].

Similarly, verify that the solution [tex]x= - 15[/tex] satisfies the current assumption that [tex](x / 5) < 0[/tex]. Indeed, this assumption is met, and [tex]x = -15[/tex] is also a valid solution.

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