Please help determining angle measures for my geometry class

Answer:

[tex] \sqrt[3]{ - 343} = - 7[/tex]

I hope I helped you^_^

Answer:

-7

Step-by-step explanation:

[tex] \sqrt[3]{ - 343} [/tex]

is the same as, let say we have a value a.

[tex]a \times a \times a = - 343[/tex]

We know a negative multipled 3 times is negative so our answer is a negative.

a cube root of 343 is 7 so the cube root of -343 is -7.

[tex] - 7[/tex]

[tex] - 7 \times - 7 \times - 7 = - 343[/tex]

Answer:604

Step-by-step explanation: its easy

677-73

Answer:

Length - 12

Width - 7

Step-by-step explanation:

38 = 2((5+x) + x)

38 = 10 +4x

28=4x

x=7

7+5=12

Given : The length of a rectangle is 5cm more then the width. The perimeter of the rectangle is 38cm. Find the length and width of the rectangle?

Solution : According to the question, here we are given that the length if the rectangle is 5m more than its breadth and so the perimeter of the rectangle is 38cm. So, for this let's check the steps below

Let's assume the breadth be B

So, as we got that length is 5cm more than Breadth which is B + 5cm

Perimeter is 38cm

★ Perimeter = 2(Length + Breadth) ★

Finding Length

Length = B + 5cm = 7cm + 5cm = 12cm

Finding Breadth

Breadth(Width) = B = 7cm

Therefore, Width is 7cm whereas Length is 12cm

Answer:

shenf dhd

Step-by-step explanation:

rhrbrutb hnjngb bdjdhdhdgdg jdjdurbervy

Answer:

1st side= 4m

2nd side= 8m

3rd side= 12m

Step-by-step explanation:

Let the first, second and third side of the triangle be a, b and c meters respectively.

a= b -4 -----(1)

c= 3a -----(2)

Perimeter of triangle

= a +b +c

= 24

a +b +c= 24 -----(3)

From (1): b= a +4 -----(4)

Subst. (2) and (4) into (3):

a +(a +4) +3a= 24

3a +a +a +4= 24

5a +4= 24

5a= 24 -4

5a= 20

Divide both sides by 5:

a= 20 ÷5

a= 4

Substitute a= 4 into (4):

b= 4 +4

b= 8

Substitute a= 4 into (2):

c= 3(4)

c= 12

Thus, the lengths of the first, second, and third side of the triangle are 4m, 8m and 12m respectively.

It rotated 90 degrees to the right and transformed down and to the right

Answer:

(2 , 3, 1)

Step-by-step explanation:

x + y + z = 6   ..(1)

3x - 2y + 2z = 2   ..(2)

-2x - y + 3z = -4  ..(3)

(1)*3-(2): 5y + z = 16  ..(4)

(1)*2+(3): y + 5z = 8  ..(5)

(4)*5-(5): 24y = 72         y = 3

(4): 5*3 + z = 16              z = 1

(1): x + y + z = x + 3 + 1 = 6        x = 2

Answer:2.81

Step-by-step explanation:

Answer:

-6

Step-by-step explanation:

Answer:

-6

Step-by-step explanation:

Answer: sorry for the long answer just skip if you dont wanna read it all but the last one was hard for me sorry if wrong

1. STEP

1

:

           8

Simplify   —

           9

Equation at the end of step

1

:

       8

 10 -  —

       9

STEP

2

:

Rewriting the whole as an Equivalent Fraction

2.1   Subtracting a fraction from a whole

Rewrite the whole as a fraction using  9  as the denominator :

          10     10 • 9

    10 =  ——  =  ——————

          1        9  

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

2.2       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

10 • 9 - (8)     82

————————————  =  ——

     9           9

Final result :

 82          

 —— = 9.11111

 9            

2.Rearrange:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    x/5-7-(5)=0

Step by step solution :

STEP

1

:

           x

Simplify   —

           5

Equation at the end of step

1

:

  x          

 (— -  7) -  5  = 0

  5          

STEP

2

:

Rewriting the whole as an Equivalent Fraction

2.1   Subtracting a whole from a fraction

Rewrite the whole as a fraction using  5  as the denominator :

        7     7 • 5

   7 =  —  =  —————

        1       5  

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

2.2       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

x - (7 • 5)     x - 35

———————————  =  ——————

     5            5  

Equation at the end of step

2

:

 (x - 35)    

 ———————— -  5  = 0

    5        

STEP

3

:

Rewriting the whole as an Equivalent Fraction :

3.1   Subtracting a whole from a fraction

Rewrite the whole as a fraction using  5  as the denominator :

        5     5 • 5

   5 =  —  =  —————

        1       5  

Adding fractions that have a common denominator :

3.2       Adding up the two equivalent fractions

(x-35) - (5 • 5)     x - 60

————————————————  =  ——————

       5               5  

Equation at the end of step

3

:

 x - 60

 ——————  = 0

   5  

STEP

4

:

When a fraction equals zero :

4.1    When a fraction equals zero ...

Where a fraction equals zero, its numerator, the part which is above the fraction line, must equal zero.

Now,to get rid of the denominator, Tiger multiplys both sides of the equation by the denominator.

Here's how:

 x-60

 ———— • 5 = 0 • 5

  5  

Now, on the left hand side, the  5  cancels out the denominator, while, on the right hand side, zero times anything is still zero.

The equation now takes the shape :

  x-60  = 0

Solving a Single Variable Equation:

4.2      Solve  :    x-60 = 0

Add  60  to both sides of the equation :

                     x = 60

3.Find the Least Common Denominator (LCD) of \frac{2}{5},\frac{3}{4}

5

2

​

,

4

3

​

. In other words, find the Least Common Multiple (LCM) of 5,45,4.

LCD = 2020

2 Make the denominators the same as the LCD.

\frac{2\times 4}{5\times 4}+\frac{3\times 5}{4\times 5}

5×4

2×4

​

+

4×5

3×5

​

3 Simplify. Denominators are now the same.

\frac{8}{20}+\frac{15}{20}

20

8

​

+

20

15

​

4 Join the denominators.

\frac{8+15}{20}

20

8+15

​

5 Simplify.

\frac{23}{20}

20

23

​

6 Convert to mixed fraction.

1\frac{3}{20}

1

20

3

​

Answer:

6000 students

Step-by-step explanation:

Since the added value of the total number of students would be 5691, so if you wound up, it would be around 6,000

Answer:3,000 students

Step-by-step explanation:

Answer:

E. is 103 degree.

It's a vertical angle.

F. is 77 degree

the e and f makes a 180 degree. 180-103(aka e) = 77 degree

D. is 90 degree. it's perpendicular.

Answer:

ok

ok

Step-by-step explanation:

thanks

thank

thanks

Answer:

I think 66 is correct answer

Answer:

66

Step-by-step explanation:

Thank You! Please thank me. Also I answered your question "what is input/output of TV"

Answer: number 1

Step-by-step explanation:

number 1

Answer:

You already wrote the equation

Step-by-step explanation:

Answer:

f-2(x) = [tex]\sqrt{x} -4[/tex], - [tex]\sqrt{x} -4[/tex]

Step-by-step explanation:

Answer:

[tex]y = \frac{15}{4} \\ \\ [/tex]

it

Answer:

A

Step-by-step explanation:

Given

y - 2x - 8 = 0 ( add 2x + 8 to both sides )

y = 2x + 8 → (1)

y² + 8x = 0 → (2)

Substitute y = 2x + 8 into (2)

(2x + 8)² + 8x = 0 ← expand left side using FOIL and simplify

4x² + 32x + 64 + 8x = 0

4x² + 40x + 64 = 0 ( divide through by 4 )

x² + 10x + 16 = 0 ← in standard form

(x + 8)(x + 2) = 0 ← in factored form

x + 8 = 0 ⇒ x = - 8

x + 2 = 0 ⇒ x = - 2

Substitute these values into (1) for corresponding values of y

x = - 8 : y = 2(- 8) + 8 = - 16 + 8 = - 8 ⇒ P (- 8, - 8)

x = - 2 : y = 2(- 2) + 8 = - 4 + 8 = 4 ⇒ Q (- 2, 4 )

Calculate the length of PQ using the distance formula

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

with (x₁, y₁ ) = P (- 8, - 8) and (x₂, y₂ ) = Q (- 2, 4 )

PQ = [tex]\sqrt{(-2-(-8))^2+(4-(-8))^2}[/tex]

      = [tex]\sqrt{(-2+8)^2+(4+8)^2}[/tex]

       = [tex]\sqrt{6^2+12^2}[/tex]

       = [tex]\sqrt{36+144}[/tex]

       = [tex]\sqrt{180}[/tex]

       = [tex]\sqrt{36(5)}[/tex]

       = [tex]\sqrt{36}[/tex] × [tex]\sqrt{5}[/tex]

        = 6[tex]\sqrt{5}[/tex] → A

Answer: 1.50

Step-by-step explanation: 1 wing = 0.75 2 wings= 1.50

0.75 times 2 because there are 2 wings

Answer:

Step-by-step explanation:

The graph is contained in the second quadrant so the y- values are between zero and positive infinity:

Correct choice is D

The function lies in 2nd quadrant in XY plane

We know

Or

[tex]\\ \sf\longmapsto R_f>0[/tex]

[tex]\\ \sf\longmapsto y>0[/tex]

Option C is correct

Answer:

Step-by-step explanation:

Given:

and

Find the composite function f(g(x)), substitute g(x) with its value:

Answer:

It is given

4x+3y=24

We can also write it as

3y=24−4x

 y=324−4x

Substituting x=0 in the given equation

 y=324−4(0)

 So we get 

 y=324

 By division 

 y=8 

 Substituting x=3 in the given equation 

 y=324−4(3)

 So we get

 y=312

 BY division 

 y=4

Answer:

6%

Step-by-step explanation:

step by step

$20 to $14

we subtract

20-14

=6

Answer:D.30%

Step-by-step explanation:

Answer:

a) $3250

b) 31%

Step-by-step explanation:

a) 910 + 2340 = $3250

b) 18 + 13% = 31%

Answer: B

Step-by-step explanation: It was right on my test

Answer:

Kites are a special type of quadrilateral with two distinct pairs of consecutive sides the same length. ... Similarly, every kite is not a parallelogram, because the opposite sides of a kite are not necessarily parallel.

Answer:

No

Step-by-step explanation:

All parallelograms are not a kite.

A kite is a quadrilateral with two disjoint pairs ( no side is in both pairs ) of equal-length, adjacent ( sharing a vertex ) sides. A parallelogram also has two pairs of equal-length sides, however they must be opposite, as opposed to adjacent.

( See the attached image )

Answer: …………..

Step-by-step explanation:

……………..

Answer:

I'm to cool to answer that

Step-by-step explanation:

is that a bad thing