A ray is a part of a line that starts at a point (called the endpoint) and extends infinitely in one direction. An angle is formed when two rays share a common endpoint (vertex).
A ray has one endpoint: A ray is a one-dimensional figure that starts at a single point (the endpoint) and extends infinitely in one direction. On the other hand, an angle is formed by two rays, each with its own endpoint, meeting at a common vertex.
An angle is two rays: As mentioned earlier, an angle is created when two rays share a common endpoint. The two rays are referred to as the sides of the angle, and the endpoint they share is called the vertex.
The measure of an angle is determined by the amount of rotation: The measure of an angle is not dependent on the lengths of its sides but rather on the amount of rotation between its two rays. To measure an angle, we compare it to a standard unit of angle measurement, usually degrees. One full rotation (360 degrees) corresponds to a complete circle, and angles are measured based on the fraction of a full circle they represent.
The measure of an angle remains the same at all distances from its vertex: The measure of an angle is independent of the length of its sides or how far away an observer is from the vertex. For example, a 60-degree angle remains a 60-degree angle whether you look at it from up close or from a distance. This is because the measure of an angle depends only on the relative positions of its two rays, not on the size of the shape it forms.
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Ms. Jerome wants to buy identical boxes of art supplies for her 25 students. If she can spend no more than $375 on art supplies, what inequality describes the price can she afford for each individual box of supplies,b?
The inequality 25b ≤ 375 describes the price she can afford for each individual box of supplies.
What is inequality?It is defined as the expression in mathematics in which both sides are not equal they have mathematical signs either less than or greater than known as inequality.
We have:
Ms. Jerome wants to buy identical boxes of art supplies for her 25 students. If she can spend no more than $375 on art supplies
Let's suppose b is the price of each box of supplies.
Total cost for a 25 number of boxes = $25b
25b ≤ 375
Thus, the inequality 25b ≤ 375 describes the price she can afford for each individual box of supplies.
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A 2-column table with 3 rows. Column 1 is labeled x with entries 2, 4, 5. Column 2 is labeled y with entries 5, 10, 12.5.
Use the information in the table to find the constant of proportionality and write the equation.
The constant of proportionality is
.
The equation that represents this proportional relationship is
The equation will be a linear equation from (2, 5) to (4, 10) will be y = 2.5x.
What is a function?Mathematics is replete with functions, which are necessary for the construction of intricate connections.
A 2-column table with 3 rows. Column 1 is labeled x with entries 2, 4, 5. Column 2 is labeled y with entries 5, 10, 12.5.
Use the information in the table to find the constant of proportionality and write the equation.
The equation will be a linear equation from (2, 5) to (4, 10) will be
(y – 5) = [(10 – 5) / (4 – 2)] (x – 2)
y – 5 = 2.5x – 5
y = 2.5x
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Answer:
2.5 and y=2.5x
Step-by-step explanation: i got that question on an edguenity assignment
Drag each tile to the correct location. These graphs are all rational functions. Classify the graphs based on how many vertical asymptotes they have.
Step-by-step explanation:
a vertical asymptote goes up and down.
the horizontal ones (like the horizon) go left and right.
A
1 vertical asymptote at x = 0
B
2 vertical asymptotes at x = -1 and x = +1
C
no vertical asymptote (whatever vertical line you can think of, it will always really cross the graph in finite space)
D
1 vertical asymptote at x = 3
E
like A
F
2 vertical asymptotes at x = -1 and x = +4
Please help!!!!!!!! Asap, i need to finish
The solution to the given quadratic expression is x = -1 and x = 5
Factoring quadratic equationGiven the quadratic equation below
f(x) = x^2 - 4x - 5
Factorize
f(x) = x^2 - 5x + x - 5 = 0
f(x) = x(x - 5) + 1(x - 5) = 0
(x+1)(x-5) = 0
x = -1 and x = 5
Hence the solution to the given quadratic expression is x = -1 and x = 5
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Answer:
x = -1; x = 5
Step-by-step explanation:
Standard Form of a Quadratic Function: f(x) = ax² + bx + c, where a ≠ 0
Given function: f(x) = x² - 4x - 5
⇒ a = 1, b = -4, c = -5
We are asked to solve the following function by factoring. In order to do so, let's rewrite the middle term by finding the factors that give a product of the first and last terms (a • c = -5) and give us the sum of the middle term (b = -4).
Factors that give a product of a • c: 1 • -5 = -5
Factors that give a sum of b: 1 + (-5) = -4
Step 1: Substitute f(x) = 0.
⇒ 0 = x² - 4x - 5
Step 2: Rewrite the equation with the factors.
⇒ 0 = x² + x - 5x - 5
Step 3: Factor out x and -5.
⇒ 0 = (x² + x) + (-5x - 5)
⇒ 0 x(x + 1) - 5(x + 1) [ Factor out the common factor. ]
⇒ 0 = (x - 5)(x + 1)
Step 4: Apply the Zero-Product Property (if m•n = 0, then m = 0 or n = 0)
a) 0 = x - 5 ⇒ 0 + 5 = x - 5 + 5 ⇒ 5 = x
b) 0 = x + 1 ⇒ 0 - 1 = x + 1 - 1 ⇒ -1 = x
Therefore, the missing solution for this quadratic function is x = 5.
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please help me with this
The range of possible heights is given by the inequality:
d ≥ 300.125 m
How to find the possible heights of the building?
We know that the time that it takes for an object to fall from a distance d is:
[tex]t = \frac{\sqrt{2d} }{4.9}[/tex]
In this case, we know that t ≥ 5s.
Then we can solve for the minimum distance, which is given when t = 5s.
[tex]5 = \frac{\sqrt{2d} }{4.9}\\\\(5*4.9)^2/2 = d = 300.125[/tex]
So the minimum height of the building is 300.125 meters, then the range of possible heights is:
d ≥ 300.125 m
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Mr. K's math class is 1 {1}{4} hours long. After working problems on the board for 55 minutes {11}{12}hour), he gave the students the rest of the class period to work on homework. How long did students have to work on homework? Write your answer in simplest form.
The number of hours that students have to work on homework will be 1/3 hours.
What is subtraction?It simply implies subtracting something from an entity, group, location, etc. Subtracting from a collection or a list of ways is known as subtraction.
Mr. K's maths class is 1 and 1/4 hours long.
After working problems on the board for 55 minutes or 11 / 12 hour.
He gave the students the rest of the class period to work on homework.
Then the number of hours that students have to work on homework will be
⇒ 1 + 1/4 - 11/12
⇒ 5 / 4 - 11/ 12
⇒ (15 - 11) / 12
⇒ 4/12
⇒ 1/3 hours
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Shane is 12 meters behind the leader in a running race. Kathy is 5 meters behind the leader. Lilly is 5 meters ahead of the leader. Who is/are the nearest to the leader?
Answer:
Kathy and Lilly
Step-by-step explanation:
Because they both are nearest to the leader distance of 5 meters
What is the first step to solving the function below?
Answer:
option B, -(4x - 3)(x - 2)
Step-by-step explanation:
-4x^2 + 11x - 6
4x * x = 4x^2
x * -3x = -3x
-4x * -2 = -8x
-3 * -2 = -6
18.
(05.06 LC)
A librarian measured the number of young adult books in a library. The number of books in the library as a function of time (in years since 2008) is shown in the scatterplot. Choose the linear function that best describes the scatterplot relating the number of books in the library, y, to time, x. (1 point)
y = 8 − 10x
y = 8 + 10x
y = 10 − 8x
y = 10 + 8x
Answer:
y=8+10x that then answer I guess
Isaac bought snacks for his team’s practice. He bought a bag of chips for $2.94 and a 8-pack of juice bottles. The total cost before tax was $16.62. How much was each bottle of juice?
Answer:
each bottle of juice was $1.71
Step-by-step explanation
first, subtract the cost of the chips from the total cost
$16.62 - $2.94 = $13.68
now we know the price of all 8 juice bottles. To find the price of each bottle of juice, divide the total price of all 8 juice bottles by 8
$13.68 / 8 = $1.71
$16.62 - $2.94 = $13.68
$13.68/8 = $1.71
Each bottle of juice is $1.71
What is the measure of AC?
Enter your answer in the box.
°
Image shows a circle with angle A B C inscribed in a circle. Angle B measures 4 x minus 5.5 degrees. Arc A C measures 3 x plus 9 degrees.
Answer:
In the circle, the measure of the arc AC is 21°.
Step-by-step explanation:
Concept: We can use the Inscribed Angle theorem to get the measure of AC.
Given that the inscribed angle ∠ABC is 3x-1.5 and the Intercepted arc AC is 3x+9.
Inscribed Angle Theorem states that the measure of an inscribed angle is half the measure of the intercepted arc.
So,
3x - 1.5 = 0.5(3x + 9)
6x - 3 = 3x + 9
3x = 12
x = 4
Since the intercepted arc AC is 3x + 9, putting the value of x = 4 we get,
intercepted arc AC is 21°.
Hence the intercepted arc AC is 21°.
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Which of them factored 12x^7 correctly?
help please I need alot of help
Answer:
HI i no answer of this quetion but what grade are in school
. If we start with one bacterium and it doubles in
number every 15 minutes, HOW LONG WILL IT
TAKE for one bacterium to become one million??
Answer:
298.97 minutes
Step-by-step explanation:
2^x = 1 000 000 where 'x' is the number of 15 minute periods
x = 19.931 15 minute periods = 298.97 minutes
expand and simplify (2x+5)(3x+1`)
Answer:
6x^2 + 17x + 5
Step-by-step explanation:
(2x + 5)(3x + 1)
= 6x^2 + 2x + 15x + 5
= 6x^2 + 17x + 5
The expression (2x+5)(3x+1) is a product of two binomials. To expand this product, we multiply each term in the first binomial by each term in the second binomial, using the distributive property of multiplication.
When we multiply 2x by 3x, we get 6x^2.
Then we multiply 2x by 1, which gives us 2x.
Next, we multiply 5 by 3x, which gives us 15x.
Finally, we multiply 5 by 1, which gives us 5.
Putting these terms together gives us the expanded form of the expression:
(2x+5)(3x+1) = 6x^2 + 2x + 15x + 5
Simplifying, we can add the 2x and 15x terms to get 17x, giving us the final simplified expression:
(2x+5)(3x+1) = 6x^2 + 17x + 5.
B, C and D are points on the circumference of a circle, centre O.
AB and AD are tangents to the circle.
Angle DAB = 50 degrees
Work out the size of angle BCD.
Construct OD and BD. Then, in quadrilateral ABOD, angles ODA and OBA are right angles and thus angle DOB is 130 degrees (since angles in a quadrilateral add to 360 degrees).
So, this means arc DB also measures 130 degrees. Hence, by the inscribed angle theorem, angle BCD is 65 degrees.
Jesse is traveling up and down a stream in a kayak. He can paddle the kayak at an average rate of 5 miles/hour, and the round-trip is a total distance of 16 miles. When c is the speed of the current, this expression can be used to find the difference of the time it takes Jesse to travel upstream (against the current) and downstream (with the current).
Find the difference in simplest form.
The time it takes = 3 hours 12 minutes
What is rate?Rate is a ratio which compares two quantities of different units.
Analysis:
Speed = 5 miles/hour
distance covered = 16 miles
speed taken = distance covered/time taken
time taken = 16/ 5 = 3.2 hours = 3 hours 12 minutes
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A sequence has three terms.
Its term-to-term rule is
multiply by 6 and then add 13
a) The first term of the sequence is -2
Work out the third term.
b) The order of the three terms of the sequence is reversed.
Describe the term-to-term rule of the new sequence.
Answer:
a) The third term is 19
b) The new term-to-term rule is subtract 13 and then divide by 6.
Step-by-step explanation:
First term: -2
Second term: 1 (-2 * 6 = -12 + 13 = 1)
Third term: 19 (1 * 6 = 6 + 13 = 19)
Our reversed sequence is now 19, 1, -2
First term: 19
Second term: 1 (19 - 13 = 6 / 6 = 1)
Third term: -2 (1 - 13 = -12 / 6 = -2)
It's term is -3 it can be divided into 6 points +79
What is the missing reason in the proof? (Reason 9)
Answer:
transitive property
Step-by-step explanation:
Generally proofs flow naturally from one step to the next. Consequently, each step usually follows from the previous step, and the Reason given justifies why that change is valid.
From statement 8, note that [tex]90^{o}=m\angle{ABD}[/tex]
For statement 9, the proof asserts that [tex]m\angle{ABC}=m\angle{ABD}[/tex]
What changed between line 8 and 9? The left side of the equation lost it's 90 degrees, and it became the measure of angle ABC.
So, what justifies changing the 90degrees into a measure of an angle (specifically, the measure of angle ABC)?
Recall from statement 3, that [tex]m\angle{ABC}=90^{o}[/tex].
The "substitution property" would be a valid reason for step 9, (but of the given options, that isn't one, so we must look for another valid reason).
Recall that the transitive property states:
[tex]\text{If }a=b\text{ and }b=c, \text{then }a=c[/tex]
There are three parts,
1. the first part needs a=b
2. the second part needs b=c
3. the third part produces a=c
Notice that in the second part, b=c, and then for the third part, on the left side, the "b" disappears, and the "a" sort of appears out of nowhere.
Statement 8 is like the second part, and statement 9 is like the third part.
Replacing "a" with [tex]m\angle{ABC}[/tex], replacing "b" with [tex]90^{o}[/tex], and replacing "c" with [tex]m\angle{ABD}[/tex], we can update the transitive property and see how it applies to our situation:
Original transitive property: [tex]\text{If }a=b\text{ and }b=c, \text{then }a=c[/tex]
Updated transitive property: [tex]\text{If }m\angle{ABC}=90^{o}\text{ and }90^{o}=m\angle{ABD}, \text{then }m\angle{ABC}=m\angle{ABD}[/tex]
In order to use the transitive property, we need the first part and the second part to be true, and then it will be a valid reason for the last part to be true. The first part was already proven back in statement 3, the second part was just proven in statement 8, so the conclusion (the third part) is valid and can be statement 9, because of the transitive property.
If the independent variable is in the rows of a cross-tabulation and the dependent variable is in the columns, which percents do we use for comparisons?
We make use of the row percentage for comparisons
How to determine the percentage of comparison?From the question, we have:
Row ⇒ Independent variableColumn ⇒ Dependent variableThe data represented by the independent variable is always used to make comparison
Since this variable is on the rows, then the row percentage would be used for comparisons
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i do not now these questions
Using proportions, it is found that:
a) 5 people are needed.
b) Yes.
What is a proportion?A proportion is a fraction of a total amount, and the measures are related using a rule of three.
Item a:
Each person works for 32 hours, and 150 hours are needed, hence the number of people needed is given by:
150/32 = 4.6875.
However, an integer number is needed, hence 5 people are needed.
Item b:
With 30 hours, the number of people needed is given by:
150/30 = 5.
Which remains the same.
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Given that h(-6)=0 for function h(x) = x^4 +8x³ +11x² - 8x - 12
which of the following statements are true?
A (x-3) is a factor of h(x)
B. (x+6) is a factor of h(x)
C. the remainder on division of h(x) by (x+6) is NOT 0
D. the remainder on division of h(x) by (x-3) is 0
Answer:
b
Step-by-step explanation:
when u plug in -6 u get the equation equal to 0 which means x+6 is a factor of that function.
Question 1 of 10
Solve 10x+16 ≥ 6x+ 20.
O A. x29
OB. x≤ 1
OC. x2 1
OD. x≤ 9
what is the degree for the polynomial below ?
2x^(2)+3x + 1
Answer:
The exponent is 2, so the degree is 2
In order to determine the height of the flagpole in the school yard, Cindy is going to use similar triangles. The
length of Cindy's shadow is 5 feet. Measuring the length of the shadow of the pole at the same time, she finds
it to be 12.5 feet. Using this information and the fact that Cindy's height is 4 feet, give the height of the pole
to the nearest hundredth of a foot.
The height of the pole is 12.5 feet.
What is Unitary method?The unitary method is a technique for solving a problem by first finding the value of a single unit, and then finding the necessary value by multiplying the single unit value.
Given:
Cindy's shadow is 5 feet.
length of the shadow of the pole at the same time, she finds it to be 12.5 feet.
So,
12.5/5=x/5,
62.5=5x
x= 12.5 feet.
Hence, the height of the pole is 12.5 feet.
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Please help!!! I will give u brainiest
Answer:
(2,3) ; (-2.11)
Step-by-step explanation:
Answer:
(2, 3); (-2, 11)
Step-by-step explanation:
f(x) = x² - 2x + 3
f(x) = -2x + 7
f(x) = f(x)
x² - 2x + 3 = -2x + 7
x² = 4
x = ±2
x = 2
f(2) = -2(2) + 7 = -4 + 7 = 3
x = -2
f(-2) = -2(-2) + 7 = 4 + 7 = 11
Answer: (2, 3); (-2, 11)
determine the scale factor for triangle abc to prime ^abc
The scale factor for triangle ABC to A'B'C' is 2
How to determine the scale factor?The complete question is in the attached image
From the attached image, we have the following corresponding sides
AC = 4 cm
A'C' = 8 cm
The scale factor is then calculated as:
Scale factor = A'C'/AC
This gives
Scale factor = 8cm/4cm
Evaluate the quotient
Scale factor = 2
Hence, the scale factor for triangle ABC to A'B'C' is 2
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please answer all of theses asap
Answer:
1. won 50 games and lost 32 games
2. 233 Democrats and 202 Republicans
3. 360 miles
4. 6 hours
5. 18 miles
Step-by-step explanation:
Question 1
let x = number of games lostlet y = number of games wonFrom the given information:
Equation 1: x + y = 82Equation 2: x = y - 18Substitute Equation 2 into Equation 1 and solve for y:
⇒ y - 18 + y = 82
⇒ 2y - 18 = 82
⇒ 2y = 100
⇒ y = 50
Substitute found value of y into Equation 2 and solve for x:
⇒ x = 50 - 18
⇒ x = 32
Therefore, the team won 50 games and lost 32 games.
Question 2
let d = number of Democratslet r = number of RepublicansFrom the given information:
Equation 1: d + r = 435Equation 2: d = r + 31Substitute Equation 2 into Equation 1 and solve for d:
⇒ r + 31 + r = 435
⇒ 2r + 31 = 435
⇒ 2r = 404
⇒ r = 202
⇒ d = 233
Substitute found value of d into Equation 2 and solve for r:
⇒ 233 = r + 31
⇒ r = 202
Therefore, there were 233 Democrats and 202 Republicans.
Question 3
Given:
v = 180 m/ht = 2 hDistance (d) = vt
⇒ d = 180 × 2
⇒ d = 360 miles
Question 4
Given:
v = 70 mi/hd = 420Time (t) = d ÷ v
⇒ t = 420 ÷ 70
⇒ t = 6 hours
Question 5
Let c = velocity of carLet b = velocity of busIf the velocity of the bus is 12 mph less than the car then:
⇒ c = b + 12
Given journey times:
Car: t = 30 mins = 0.5 hBus: t = 45 mins = 0.75 hDistance (d) = vt
Create two equations for distance:
Bus
⇒ d = b × 0.75 = 0.75b
⇒ d = 0.75b
Car
⇒ d = (b + 12) × 0.5
⇒ d = 0.5b + 6
Distance for both vehicles is the same. Equate the two equations for d and solve for b (velocity of bus):
⇒ d = d
⇒ 0.75b = 0.5b + 6
⇒ 0.25b = 6
⇒ b = 24 mph
Substitute the value of b into one of the distance formulas and solve for d:
⇒ d = 0.5(24) + 6
⇒ d = 18 miles
what is the product of (3a^2b^7)(5a^3b^8)
Answer:
when multiply with exponents you add so
(3a^2b^7)(5a^3b^8)=15a^5b^13
Hope This Helps!!!
Solve the System of Equations
-5x+4y=3
x=2y-15
Answer:
Point Form:
(9,12)
Equation Form:
x = 9
y = 12
Step-by-step explanation:
Answer:
[tex]\fbox{x = 9, y = 12}[/tex]
Step-by-step explanation:
[tex]\textsf {Let's solve by substitution.}[/tex]
[tex]\rightarrow \mathsf {-5x + 4y = 3}\\\rightarrow \mathsf {x = 2y - 15}[/tex]
[tex]\textsf {Substitute for x in the first equation of the system.}[/tex]
[tex]\implies \mathsf {-5(2y-15)+4y=3}[/tex]
[tex]\implies \mathsf {-10y+75+4y=3}[/tex]
[tex]\implies \mathsf {-6y=-72}[/tex]
[tex]\implies \textbf {y = 12}[/tex]
[tex]\implies \mathsf {x = 2(12) - 15}[/tex]
[tex]\implies \mathbf {x = 9}[/tex]
[tex]\textsf {The solution is : x = 9, y = 12}[/tex]
