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∆ FIG ≈ to ∆ IGH

- BRAINLIEST answerer

The segments JF and JI are congruent to each other because straight lines mean congruent lines. The arrow shape line means parallel.

(Can I get the brainliest)

Step-by-step explanation:

x² = 16

x = ±√16

x = ±4

x = -4 or 4

Answer:

In geometry, a hypotenuse is the longest side of a right-angled triangle, the side opposite the right angle. The length of the hypotenuse can be found using the Pythagorean theorem, which states that the square of the length of the hypotenuse equals the sum of the squares of the lengths of the other two sides.

Step-by-step explanation:

I think your answer may be 100?

Double Checked on this site, it correct:

Answer:

25 days

Step-by-step explanation:

200/8 = 25

25 days

Answer:

25 days

Step-by-step explanation:

You would take 200 ÷ 8 to get the amount of days it took her to make the frogs, which is 25 days because 8 × 25 = 200.

Answer:

Function 1 has the greater rate of change.

Step-by-step explanation:

Function 1 has a rate of change of -5

Function 2 has a rate of change of -8

I really hope this helps!!

Answer:

12x the second -12x -16

Step-by-step explanation:

Solving systems of equations with 3 variables is very similar

Answer:

[3,2,7]

Step-by-step explanation:

Answer:

Step-by-step explanation:

Hmmmm... Several big questions about this simple phrase.

1) Are you using the European convention of using a period as an American would use a comma? Does 2.200 mean 2200 or 2.2 with precision to the nearest thousandths.

I will ASSUME you are using the European form and 2.200 = 2200

2) PEMDAS says multiply and divide are equal weight so complete as read left to right.

2200/54 = 40.740740740...

40.740740740...•20 = 814.814814814814...

or, if this is really supposed to be

2.200 / (54(20)) then = 2.037037037037...

Then again, the symbol between the 4 and last 2 is not really a multiplication symbol. It's more of a circle. Now does that mean degrees? and if degrees, are they temperature or angular? Or does that circle indicate an exponent of zero, in which case 54° = 1  and PEMDAS would say the result is 0.110 to an American and 110 to a European.

What we have here is a failure to communicate.

Answer:

If you mean fraction wise then it is 2 1/2

Step-by-step explanation:

2 is the whole number and 1/2 is half of 1.

Using the condition for the hypothesis test of a proportion, it is found that since there are at least 10 successes and 10 failures in the sample, it is sufficient for him to use a simple random sample of 189 cars.

To test an hypothesis involving a proportion p in a sample of size n, it is needed that there are at least 10 successes and 10 failures, that is, these following conditions are needed.

In this problem:

Then:

[tex]np = 189(0.06) = 11.34 \geq 10[/tex]

[tex]n(1 - p) = 189(0.94) = 177.66 \geq 10[/tex]

Hence, since there are at least 10 successes and 10 failures in the sample, it is sufficient for him to use a simple random sample of 189 cars.

A similar problem is given at https://brainly.com/question/24261244

Step-by-step explanation:

In order to multiply fractions and mixed numbers, you must first transform the mixed number into a single fraction (will most likely turn into an improper fraction).  An improper fraction is a fraction where the numerator is greater than the denominator.

Suppose that you were given the following fractions to multiply:

[tex]\large\mathsf{\frac{5}{7}\:\times\:2\frac{3}{5}}[/tex]

The first step is to transform the mixed fraction, [tex]\large\mathsf{2\:\frac{3}{5}}[/tex], into a single fraction.

You will have to multiply the denominator with the whole number, then add the numerator. The denominator does not change when you do this transformation processs.

The mixed fraction will now turn into the following improper fraction:

[tex]\large\mathsf{2\:\frac{3}{5}}[/tex]   ⇒  [tex]\large\mathsf{\frac{13}{5}}[/tex]  

Now, you will be able to multiply [tex]\large\mathsf{\frac{5}{7}}[/tex] and [tex]\large\mathsf{\frac{13}{5}}[/tex]  together by multiplying the numerator, 5 and 13 and the denominator, 7 and 5.

[tex]\large\mathsf{\frac{5}{7}\:\times\:\frac{13}{5}\:=\:\frac{5\:\times\:13}{7\:\times\:5}\:=\:\frac{65}{35}}[/tex]

Since the product of the two fractions is an improper fraction, it is often customary to express the fraction into its lowest terms. Given the improper fraction, [tex]\large\mathsf{\frac{65}{35}}[/tex], the greatest common factor between 65 and 35 is 5.

Hence, we could simply divide the numerator and the denominator by [tex]\large\mathsf{\frac{5}{5}}[/tex] to simplify the fraction.

[tex]\large\mathsf{\frac{65}{35}\:\div\:\frac{5}{5}\:=\:\frac{13}{7}}[/tex]

Therefore, the final answer is: [tex]\large\mathsf{\frac{13}{7}}[/tex] .  To transform this improper fraction into a mixed number,  simply divide its numerator by the denominator, thereby resulting into the following mixed number:  [tex]\large\mathsf{1\:\frac{6}{7}}[/tex].

Evaluate:- 8 8/7 + (7 5/6 - 2 1/3)

⟼ (63+7)/7 + [(42+5)/6 - (6+1)/3

⟼70/7 + [47/7 - 7/3]

⟼ 70/7 + [(141- 49)/21]

⟼ 70/7 + [92/21]

⟼ 70/7 + 92/21

Now, take the LCM of 7 and 21 is 21.

so,

⟼ (210 + 92)/21

⟼ 302/21 or 14(8/21) Ans.

Read more:

Similar questions

What is the value of the expression? (5 1/4 - 2 1/2) + (6⁠…

https://brainly.com/question/25664067

Answer: Varies

Step-by-step explanation: "Set" relates to a group of numbers and "theory" connects to how the numbers work.

Answer:

not similar 2 and 3

Step-by-step explanation:

(5, 40) is not on the line.

Equation: 8x + y = 200.

Plug in our choosen point: 8(5) + (40) = 200.

Mulitply: 40 + 40 = 200

Add: 80=200

Answer: 80≠200

This works for your problem.

Step-by-step explanation:

Roots : x = -1 and x = 4

Roots x = -1 & x = -4

Neither

9514 1404 393

Answer:

  3/45

Step-by-step explanation:

To find the numerator, multiply the desired denominator by the fraction.

  x/45 = 1/15

  x = (45)(1/15) = 45/15 = 3

The equivalent fraction is 3/45.

Answer:

a

Step-by-step explanation:

The equation that can be used to determine the length of each equal piece is [tex]4x + 2\dfrac{1}{4} = 12[/tex] and this can be determined by forming the linear equation.

Given :

The following steps can be used in order to determine the equation that can be used to determine the length of each equal piece:

Step 1 - The linear equation can be formed in order to determine the equation that can be used to determine the length of each equal piece.

Step 2 - Let the length of one piece be 'x'.

Step 3 - So, the linear equation that represents the total length of the board is:

[tex]4x + 2\dfrac{1}{4} = 12[/tex]

Therefore, the correct option is C).

For more information, refer to the link given below:

https://brainly.com/question/2564656

Answer:

X=11º

Y=26º

Step-by-step explanation:

77=7x      11=x

180=77+77+y        26=y

Answer: parallel

Step-by-step explanation:

Answer:

I am not sure if I am translating this equation correctly but I think it is parallel.

Step-by-step explanation:

If it is just x=4 and x=-6 it is parallel as you can see from the picture below

Hope this helps!

Answer:

94.85 rounded to the nearest tenth is 94.9

Answer:

8

Step-by-step explanation:

Answer:

Step-by-step explanation:

The cost of one throw blanket was 3(1.0825) = 3.2475

1 blanket costs 3.2475

x blankets cost 29.22                  Cross multiply

3.2475 x = 29.22                          Divide by 3.2475

x = 29.22/3.2475

x = 9 dollars.                                 The person writing the question and I differ by 1/433 because we rounded at different times. You should round at the end.

Answer:

12

Step-by-step explanation:

the triangle is isosceles- right angled triangle

(6sqrt2)^2+(6sqrt2)^2=x^2

therefore x=12

Answer:

The additive inverse of 16 5/7 is -16 5/7

Step-by-step explanation:

Basically, additive inverse is changing of signs (+ -)

Hoped this helped.

Answer:

19/4

Step-by-step explanation:

4x - 3 = 16

4x - 3 + 3 = 16 + 3

Simplify:

4x - 3 + 3 = 16 + 3

4X = 16 + 3

4x = 16 + 3

4X = 19

Then divide:

4x = 19

4X/4 = 19/4

Simplify:

x = 19/4.