The area of nickel is 353.0 mm²
The area of a dime is 248.8 mm²
The area of a quarter is 471.4 mm²
Given that,
The diameter of a nickel, a dime, and a quarter are 21.2 mm, 17.8 mm, and 24.5 mm, respectively.
Diameter = 2r (r=radius)
or, r = d/2
so, the Radius of a nickel, a dime, and a quarter are 10.6 mm, 8.9 mm, and 12.25 mm, respectively.
Thus, the area of a nickel, a dime, and a quarter => A= πr²
So, the area of the nickel = 3.14*10.6*10.6 = 353.0 mm²
The area of the dime = 3.14*8.9*8.9 = 248.8 mm²
The area of a quarter = 3.14*12.25*12.25 = 471.4 mm²
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What is the negation of P → PV Q?
The statement "it is not the case that p and q are both true" is made in the negation of p ^ q.
As a result, when p q is true, that is, when one or both of p and q are true, (p q) is true precisely. The sentence is only untrue when both p and q are true. The opposite of the given mathematical statement is the negation of a statement in mathematics. If "P" is a statement, then "~P" is the statement's negation.
The words "~" or "¬" are used to denote a statement's denial.
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An ancient human tribe had a hierarchical system where there existed one chief with $2$ supporting chiefs (supporting chief A and supporting chief B), each of whom had $2$ equal, inferior officers. If the tribe at one point had $10$ members, what is the number of different ways to choose the leadership of the tribe? That is, in how many ways can we choose a chief, $2$ supporting chiefs, and two inferior officers reporting to each supporting chief?
The number of different ways is 7560 ways
How to determine the number of different waysFrom the question, we have the following parameters that can be used in our computation:
Chiefs = 1
Supporting chiefs = 2
Members = 10
Inferior officers = 2
There are 10 members.
So, the number of ways to select a chief is 10
Now, there are 9 members left
The number of ways to select a supporting chief is then represented as
Supporting chief = ⁹C₂
Now, there are 7 members left
The number of ways to select an inferior officer is then represented as
Inferior officers = ⁷C₂
So, the total number of ways is
Ways = 10 * ⁹C₂ * ⁷C₂
Evaluate
Ways = 7560
Hence, the number of ways is 7560
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Serenity worked as a waitress. She earned $12. 50 per hour and made $175 tips on
Saturday. How many hours did Serenity work if she made a total of $262. 50?
7 hours Serenity worked if she made a total of $262. 50.
How do you calculate total hours in a number?
To find the total hours, subtract the time the employee clocked in from when they clocked out.
We can start by using the following equation to find the total number of hours Serenity worked:
Total Earnings = (Hourly Wage) * (Number of Hours) + (Tips)
In this case, we know that Serenity's total earnings were $262.50, she earned $12.50 per hour and made $175 in tips on Saturday. So we can substitute these values into the equation:
$262.50 = ($12.50) * (Number of Hours) + $175
To find the number of hours, we can subtract the tips from the total earnings and divide by the hourly wage:
Number of Hours = ($262.50 - $175) / $12.50
= $87.50 / $12.50
= 7
So Serenity worked 7 hours on Saturday.
Hence, 7 hours Serenity worked if she made a total of $262. 50.
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How many types of angles are there in class 7?
There are basically 6 types of angles are there which are acute, obtuse, right, straight, reflex and complete angles.
If an angle is less than 90 degrees, it is known as an acute angle. If an angle is more than 90 degrees, then it is called an obtuse angle. If an angle is exactly 90 degrees, then it is called the right angle.
If an angle is precisely 180 degrees, then it is called a straight angle. If the angle is more than 180 degrees but less than 270 degrees, it is known as a reflex angle. A full 360-degree angle is called a complete angle.
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Alberts double number line worked example find mistake
Albert has made mistake in double number line in step 3 and 4.
The best time to utilize a double number line diagram is when the quantities have various units. The existence of several, maybe indefinitely numerous pairs of numbers in the same ratio, including those with rational number elements, can be illustrated using double number line diagrams. Unit rates (R) appear in the pair, just like in tables (R, 1).
Numerous equivalent ratios can be discovered using a double number line diagram. For instance, "Mix 5 cups of cranberry juice with 2 cups of soda water," is how a recipe for fizzy juice is written. Cranberry juice and soda water are combined in a 5:2 ratio. Equivalent ratios are produced by multiplying each constituents by the same number.
Albert has made mistake in step 3 and step 4,
Firstly he has written wrong units for the respective number line,
If ratio of 2 parts of blue and 5 parts of red is used(2:5)
The equivalent ratio will be 10:25
We get the desired output by multiplying (2:5) by 5.
The Correct units will be 5 instead of 20
And the number corresponding to 25 will be 10.
The correct double number line is drawn below.
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consider the equations t(n)=2n-5 and f(x)=2x-5
Therefore , the solution of the given problem of equation comes out to be (−∞,∞) is an interval for domain.
Analyze the equation.A mathematical equation seems to be a formula that links two statements and signifies equivalence with the equals sign (=). In algebra, a scientific claim that confirms the equality two two mathematical abstractions is referred to as an equation. For instance, the answer obd + 6 = 12 has an equal sign between the elements ptdc + 6 and 12, respectively. There is a mathematical formula that describes the connection between the two syllables on either side of a letter. Frequently, the symbol and the single variable are the same.
Here,
f(x)=2x-5 and t(n)=2n-5 are given.
A) They both depict the sequence.
B) Unless the expression is undefined, the domain of both the expression seems to be all real numbers. In this instance, the phrase is defined despite the lack of a real number.
(−∞,∞) is an interval notation.
{x|x ∈ R} is the Set-Builder Notation.
Therefore , the solution of the given problem of equation comes out to be (−∞,∞) is an interval for domain.
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Rewrite the expression (2t+6)+7t in the simplest form show your work.
Answer:
14t²+42t
Step-by-step explanation:
So you're basically going to use distributive property.
(2t+6)+7t is the same as, (2t)7t + 6(7t).
2t(7t)= 14t² and 6(7t)= 42t.
Combine the two answers and you get 14t²+42t.
14t²+42t is the simplest form you can get to.
A telktronics dental X ray machine bears a label stating that the machine gives radiation dosages with a maximum of 5. 00 millorientgens. Sample data consist of 46 randomly selected observations with a mean of 4. 23 milliroentgens and a standard deviation of 1. 91 milliroentgens. Test the claim that the machine gives a radiation dose lower than the maximum on the label
There is very strong evidence to reject the null hypothesis, and to conclude that the machine gives radiation doses lower than the maximum on the label.
What is hypothesis testing?Hypothesis testing is a statistical method used to test a claim or a hypothesis about a population parameter, based on a sample of data. The goal of hypothesis testing is to determine whether there is enough evidence in the sample data to support or reject a claim about a population.
What is t-test?A t-test is a type of statistical hypothesis test that compares the mean of a sample to a known population mean. There are different types of t-tests, depending on the design of the study and the number of samples being compared.
To test the claim that the machine gives a radiation dose lower than the maximum on the label (5.00 milliroentgens), we can use a one-sample t-test. A one-sample t-test compares the mean of a sample to a known population mean (in this case, the maximum on the label). The null hypothesis for this test is that the mean radiation dose given by the machine is equal to or greater than the maximum on the label (5.00 milliroentgens). The alternative hypothesis is that the mean radiation dose given by the machine is less than the maximum on the label.
The test statistic for a one-sample t-test is:
t = (sample mean - population mean) / (sample standard deviation / sqrt(sample size))
Plugging in the given values:
t = (4.23 - 5.00) / (1.91 / sqrt(46)) = -4.05
We can use a t-distribution table to find the p-value associated with this test statistic. With 45 degrees of freedom (sample size - 1), the p-value for t = -4.05 is extremely low, much less than 0.001, the significance level commonly used in hypothesis testing.
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What is an equation of the line that passes through the point (-5,7) and is parallel to the line x-5y=15?
Answer: An equation of a line that is parallel to another line has the same slope as the original line. The slope of a line can be found by rearranging the equation of the line in slope-intercept form, which is y = mx + b, where m is the slope and b is the y-intercept (the point at which the line crosses the y-axis).
To find the equation of a line that is parallel to the line x - 5y = 15 and passes through the point (-5,7), we can first rearrange the equation of the original line in slope-intercept form:
x - 5y = 15
y = (1/5)x - 3
The slope of this line is (1/5). To find an equation of a line that is parallel to this line and passes through the point (-5,7), we can use the point-slope form of a line:
y - y1 = m(x - x1)
where (x1, y1) is a point on the line and m is the slope of the line.
Substituting in the values given in the question, we get:
y - 7 = (1/5)(x - (-5))
y - 7 = (1/5)x + 1
y = (1/5)x + 1 + 7
y = (1/5)x + 8
Therefore, the equation of the line that is parallel to the line x - 5y = 15 and passes through the point (-5,7) is y = (1/5)x + 8.
Step-by-step explanation:
I need to know the steps to solve this.
The Constraints of the inequality are
x ≤ 2y + 500
22500 < √ 35x + 50y
What is Inequality?Mathematical expressions with inequalities are those in which the two sides are not equal. Contrary to equations, we compare two values in inequality. Less than (or less than or equal to), greater than (or greater than or equal to), or not equal to signs are used in place of the equal sign.
Given:
The Company A (x) at most 500 more than twice then unit by B(y).
So, x ≤ 2y + 500
Now, the square of Company Profit will be equal to 35x + 50y
Then, the constraints will be
1. x ≤ 2y + 500
2. Company Profit² < 35x + 50y
Company Profit < √ 35x + 50y
22500 < √ 35x + 50y
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An achievement exam was given to a population of 1,000 students. However, a sample of only seven of student scores is listed along with their respective z score and percentile rank in the following table. TEST SCORE 42 57 67 72 77 87 97 z score -1.50 -0.75 -0.25 0 0.25 0.75 1.25 percentile rank 10 25 30 45 50 75 95 Using the table information, the test score representing the 3rd decile is: a. 67 b. 77 c. 57 d. 72 e. 97
The test score representing the 3rd decile is 67. So the option a is correct.
In the given question, an achievement exam was given to a population of 1,000 students.
However, a sample of only seven of student scores is listed along with their respective z score and percentile rank in the following table.
TEST SCORE 42 57 67 72 77 87 97
z score -1.50 -0.75 -0.25 0 0.25 0.75 1.25
percentile rank 10 25 30 45 50 75 95
Using the table information, we have to find the test score representing the 3rd decile.
As we know that the 3rd decile is equal to the 30th percentile.
So that the 3rd decile have the percentile rank = 30
The test score equivalent to percentile rank 30 is 67.
So, the test score representing the 3rd decile is 67. So the option a is correct.
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A coin with probability p of showing up heads is tossed n times. What is the probability that the number of heads is odd
The chance you get a odd number of heads from the first coin is 1/3,
What is the probability that the number of heads is odd? The tosses of the coin are independent (neither affects the other). Hence, the probability of a head on Flip 1 and a head on Flip 2 is the product of P(H) and P(H), which is 1/2 x 1/2 = 1/4. The same calculation applies to the probability of a head on Flip 1 and a tail on Flip 2For n≥3, if the last outcome is T, then the probability that the first (n−1)tosses do not contain two (or more consecutive heads is p n−1 and if the last outcome is H, then (n−1)th outcome must be T and the probability the first(n−2) tosses do not contain two (or more) consecutive heads is p n−2 . Hence, p n =p n−1 ×P (nth toss results in a tail)+p n−2 ×P (nth toss results in a head and (n−1)th toss results in a tail)=(1−p)p n−1+p(1−p)p n−2To learn more about probability refers to:
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A state trooper used a radar gun to measure the speed (in miles per hour) of all the cars that drove past her stretch of highway in a twenty minute period. She separated the results by whether the cars were traveling northbound or southbound. The histograms show the speed of each car that she recorded.
Which statement is an appropriate inference based on the median of each data set?
Question 4 options:
1.)The northbound cars were generally faster because the median for the northbound cars is less than the median for the southbound cars.
2.)The northbound cars were generally faster because the median for the northbound cars is greater than the median for the southbound cars.
3.)The southbound cars were generally faster because the median for the northbound cars is less than the median for the southbound cars.
4.)The southbound cars were generally faster because the median for the northbound cars is greater than the median for the southbound cars.
Answer:
2.
Step-by-step explanation:
There are more boxes towards the highest numbers which means that the medians for northbound cars are generally high while the medians for southbound cars are located more on the smaller numbers representing the speed.
(Help me please)
Lin and Noah are packing small cubes into a cube with an edge length of 1½ inches. Lin is using cubes with an edge length of ½ inch, and Noah is using cubes with an edge length of ¼ inch. Who would need more cubes to fill the 1 1/2 inch cube? Show how you know
Noah needs 108 cubes which is 4 times more than Lin's 27 cubes.
Noah would need more cubes to fill the 1 1/2 inch cube because the cubes he is using have a smaller edge length than the cubes Lin is using. The larger the edge length of the cubes being used, the fewer number of cubes needed to fill a given space.
To see this, you can calculate the volume of the cube being filled by both Lin and Noah. The cube that Lin is filling has a volume of (1.5)^3 = 3.375 cubic inches. The cubes Lin is using have a volume of (0.5)^3 = 0.125 cubic inches. So, Lin needs 3.375/0.125 = 27 cubes to fill the 1.5 inch cube.
The cube that Noah is filling also has a volume of (1.5)^3 = 3.375 cubic inches. The cubes Noah is using have a volume of (0.25)^3 = 0.03125 cubic inches. So, Noah needs 3.375/0.03125 = 108 cubes to fill the 1.5 inch cube.
As we can see, Noah needs 108 cubes which is 4 times more than Lin's 27 cubes.
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A water desalination plant can produce 2.8 * 10 to the power of 6 gallons of water in one day. How many gallons can it produce in 5 days?
Thus , multiplication factor answer is water desalination plant can produce 2.8 x 10⁶ gallons per day. Thus, it can produce 1.4 x 10⁷gallons in 5 days.
What is the difference between factors and multiplies?A multiple is a number that can be divided by another number a certain number of times without a remainder. A factor is one of two or more numbers that divides a given number without a remainder. Multiplication is one of the four basic arithmetic operations, alongside addition, subtraction, and division. In math, multiply means the repeated addition of groups of equal sizes. To understand better, let us take a multiplication example of the ice creams. Each group has ice creams, and there are two such groups.
Here,
So if there was 5 days, it would produce 5 times the amount above.
So 5 × (2.8 × 10⁶) = 14 × 10⁶
We must rewrite in scientific notation, so:
14 x 10⁶ = 1.4 x 10⁷
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Thus , multiplication factor answer is water desalination plant can produce 2.8 x 10⁶ gallons per day. Thus, it can produce 1.4 x 10⁷gallons in 5 days.
What is the difference between factors and multiplies?A multiple is a number that can be divided by another number a certain number of times without a remainder. A factor is one of two or more numbers that divides a given number without a remainder. Multiplication is one of the four basic arithmetic operations, alongside addition, subtraction, and division. In math, multiply means the repeated addition of groups of equal sizes. To understand better, let us take a multiplication example of the ice creams. Each group has ice creams, and there are two such groups.
Here,
So if there was 5 days, it would produce 5 times the amount above.
So 5 × (2.8 × 10⁶) = 14 × 10⁶
We must rewrite in scientific notation, so:
14 x 10⁶ = 1.4 x 10⁷
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On a coordinate plane, a line goes through (negative 12, negative 2) and (0, negative 4). A point is at (0, 6).Which point is on the line that passes through (0, 6) and is parallel to the given line? (–12, 8) (–6, 6) (2, 8) (6, 0)
Point (-12 , 8) is on the line that passes through (0, 6) and is parallel to the given line.
What is Equation of line?The equation of line in point-slope form passing through the points
(x₁ , y₁) and (x₂, y₂) with slope m is defined as;
⇒ y - y₁ = m (x - x₁)
Where, m = (y₂ - y₁) / (x₂ - x₁)
Since, We know that;
Parallel lines have same slopes and different y-intercepts
The formula of the slope of a line which passes through points (x₁ , y₁) and (x₂, y₂) is,
⇒ m = (y₂ - y₁) / (x₂ - x₁)
Since, The given line passes through points (-12 , -2) and (0 , -4)
Hence, Use the formula of the slope above to find the slope of the given line as;
⇒ m = (y₂ - y₁) / (x₂ - x₁)
⇒ m = (-4 - (-2)) / (0 - (-12))
⇒ m = (-2) / 12
⇒ m = - 1/6
Since, The two lines are parallel.
Hence, Their slopes are equal
So, The slope of the parallel line = - 1/6
Here, The parallel line passes through point (0 , 6)
Since, The form of the linear equation is y = mx + b, where m is the slope and b is the y-intercept.
⇒ m = -1/6 and b = 6
Hence, The equation of the parallel line is,
⇒ y = x + 6
Now, Let us check which point is on the line by substitute the x in the equation by the x-coordinate of each point to find y, if y is equal the y-coordinate of the point, then the point is on the line as;
Point (-12 , 8)
Substitute x = -12 and y = 8
⇒ y = (-12) + 6
⇒ y = 2 + 6 = 8
Clearly, The value of y is equal the y-coordinate of the point.
So, Point (-12 , 8) is on the line.
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Equivalent fractions for 1 3/4 and 1 4/5 using 20 as the common denominator
Answer:
35/20 and 36/20
Step-by-step explanation:
I need help with these questions can someone help please
Answer:you just have to find the slope
Step-by-step explanation:
so all you have to do is start by doing y=Mx+b. You start by placing down you b point on the y axis and then Do your Mx it should look something like this
Express (0.0425 + 25) as a fraction
Answer:
54 is the correct answer
I thought of a number, doubled it, then added 3. The result multiplied by 4 came to 52. What was the number I thought of?
The number you thought of is -1.
To solve this problem, you can use algebra to represent the unknown number as a variable (let's call it x) and the given information as equations. The first step is to determine what the problem is asking for. In this case, it is asking to find the original number before it was doubled and 3 was added. To do this, you can use the information given in the problem to set up equations.
The first equation is (2x+3)*4 = 52. You can then solve this equation for x. First, you can simplify the left side of the equation by distributing the 4 to the 2x and the 3: 4x + 12 = 52. Then, you can subtract 12 from both sides to get 4x = 40. Finally, you can divide both sides by 4 to get x = 10. however, this is not the solution, since the problem does have not a unique solution. x=-1 is also the solution.
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PLEASE HELP ME FILL OUT NUMBER 2 I DID THE OTHER QUESTIONS FOR YOU TO USE
1) The Magnolia trees purchased for planting at the school are 3 feet tall. Research shows that these types of trees grow at an average rate of 3/4 foot per year.
a) Write an equation in Slope-Intercept form to represent the growth of the trees over time. Let x represent the number of years and let y represent the height (in ft.) of the tree.
Y=3/4x+3
b) What does the y-intercept represent in your equation
Stands for feet Y=3
c) Determine the height of the tree in 3 years.
Y=3/4×3+3=9/4+3=21/4=5.25 feet
2. Could the equation 3x - 4y = - 12 be used to represent the same information in question #1? Explain your reasoning
a) What does the 3 and the 4 in this equation tell us?
b) Using this equation can you tell me how tall the tree will be in 24 years?
c) Using the equation find the x-intercept. What does this mean in this problem?
1)
a) The equation Y=3/4x+3 can be used to represent the growth of the trees over time.
b) The y-intercept in this equation represents the starting height of the trees, which is 3 feet.
c) In 3 years, the height of the trees will be 5.25 feet according to the equation.
2)
No, the equation 3x - 4y = -12 cannot be used to represent the same information in question #1. This equation is not in slope-intercept form, which is necessary to represent a linear relationship between two variables.
a) The 3 and the 4 in this equation are coefficients of the variables x and y, respectively. They do not represent any specific value or quantity in the context of the problem.
b) It is not possible to determine the height of the tree in 24 years using this equation because it is not in the correct form.
c) To find the x-intercept, we can set y to 0 and solve for x. This gives us x = -3. The x-intercept in this equation represents the number of years at which the height of the tree is 0 feet. This does not have any meaning in the context of the problem.
The local Dairy Queen sells four
cheeseburgers and two milkshakes for $7.90.
If two milkshakes cost $0.15 than a
cheeseburger, what is the cost of a milkshake?
While two milkshakes are cheaper by $0.15 than a cheeseburger, a cheeseburger costs $1.55 and costs $.85.
what is an equation ?The definition of an equation in algebra is a mathematical statement that proves two mathematical expressions are equal. The three main types of linear equations are the slope-intercept form, standard form, and point-slope form. A straightforward equation shows the connection between two terms on either side of an equal sign. Additionally, simple equations incorporate one or more of the addition, subtraction, multiplication, and division arithmetic operations.
given
Let a = the cost in cents of a cheeseburger
Let b = the cost in cents of a shake
4a+2b=7 .90
2b=a+15
-a+2b=15
Subtract (2) from (1)
4a+2b=7 .90
a-2b=-15
5a=775
a=155
2b=a+15
b=170/2
b=85
While two milkshakes are cheaper by $0.15 than a cheeseburger, a cheeseburger costs $1.55 and costs $.85.
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Find the Average Rate of Change of the table below for the interval 2 < x < 5
The AROC is 3 for the interval 2 < x < 5, which is the correct answer that would be option (A).
What is the rate?A rate is a type of ratio that compares two values with distinct units. A rate is expressed as a fraction.
The table is given in the question as follows:
x y
0 -2
1 -3
2 0
3 3
4 6
5 9
We have to determine the Average Rate of Change in the table below for the interval 2 < x < 5
As per the given table, the required AROC would be as:
⇒ (9 - 3)/(5-3)
⇒ 6/2
Apply the division operation, and we get
⇒ 3
Hence, the correct answer would be option (A).
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5. Solve for x: (x-11)-5<(2x-11)+1
A. x>-6
B. X<-6
C. X<2
D. x>2
Answer:
A. x>-6
Step-by-step explanation:
x-11<2x-11+1+5
x-2x<-11+1+5+11
-x<6 (Now multiply by - )
x>-6
Problem Solving Quick Check
A recipe for macaroni and cheese takes 3 tablespoons of milk and 2 tablespoons of butter Simon is going to make 5 batches of the macaroni and cheese for a family dinner how many cups of milk are
required? tpoint)
os
o
0.94 cups of milk is required for 5 batches of the macaroni and cheese.
Given that the recipe for macaroni and cheese takes:
3 tablespoons of milk
and 2 tablespoons of butter
To find: the number of cups of milk required
Let m be the number of cups of milk is required to make 5 batches of the macaroni and cheese.
a batch of the macaroni and cheese require 3 tablespoons of milk .
So by unitary method for 5 batches of the macaroni and cheese,
(5 × 3) = 15 tablespoons of milk is required.
We know that 1 US Cup = 16 US tablespoons
So by unitary method,
m = 15/16 cups of milk
m = 0.94 cups of milk
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You have 50 coin that worth $8. 25. You have dime, quarter and nickel. The number of quarter i 5 more than twice the number of nickel. How many dime, quarter and nickel do you have individually
Please look at image.
Answer:
Step-by-step explanation: its 90
Answer:
y=90°
since,70°+(X+X)+(180°-110°)=180°
or,70°+2X+180°-110°=180°
or,2X-40°=0
or,2X=40°
:.X=20°
Also,
X+y+70°=180°
or,y+90°=180°
:.y=90°
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If the sum of two consecutive numbers is 23, find them.
The first number is 11 and second number is 12.We can find by solving two consective numbers.
What are Consecutive Numbers in Math?Consecutive numbers are numbers that follow each other in order from the smallest number to the largest number. The difference between consecutive numbers is always fixed and it follows a pattern. For example 1, 2, 3 are the first three consecutive natural numbers.
What is the sum of consecutive?An odd number of consecutive numbers has a whole number as an average. This average is always the middle number. So that means that the sum of the numbers will be Sum = average \times number of consecutive numbers.
Now we find
Let x be a first number and x+1 be a second number.So
x+x+1=23
2x+1=23
2x =23-1
2x =22
x = 11
x+1= 11+1=12
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find the missing part of the proof for m A. m B. m C. m D. m
Therefore, K= 66 degrees, LK length = 22 unit, and LK length = 22 unit are the answers to the specific problem of angles.
Angles are what?A geometrical angled construction is constructed from two rays that converge at the summit, or center, of both the angle and are referred to as the face and the vertex, respectively. Guess it depends on how they're situated, it is possible for two rods to create an angle together within plane. When two planes collide, an inclination is also formed. Diahedral angles are the term used to refer to them. Light beams or lines in euclidean geometry can have a wide variety of shapes or angles for the same termination. The phrase "angle" in English is based on the Latin term "angulus," which meaning "horn." the vertex.
Here,
Given: MKL M = 24 degree right triangle
K is 90 degrees, etc.
Thus,
=> ∠L + ∠M +∠K =180
=> 90 + 24 + ∠K = 180
=>∠K =180-114
K equals 66 degrees.
and
The formula for LK length is 22.
The formula for LK length is 22.
In light of this, the answer to the angle problem is
K=66 degrees, and LK length=2 units. LK length equals two units.
To know more about angles visit:
brainly.com/question/14569348
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567854+98723=?
Let's see who knows the correct answer