In triangle ABC, the measure of the exterior angle at point B is 100°. If m∠A is 4 times larger than m∠c, FIND m∠c


pleaseeeeeeeeee!!!!!

Answer:

3.8 × 104

Step-by-step explanation:

38,000 (thirty-eight thousand) is an even five-digits composite number following 37999 and preceding 38001. In scientific notation, it is written as 3.8 × 104. Hope this helps! Waiting for my brainliest

Answer:

w(25) = 96

There are 96 wolves in the year 2020

Step-by-step explanation:

Given:

\(w(x)=14\cdot 1.08^{x}\)

w(25) =

\(w(25)=14\cdot 1.08^{25}\\\\= 14 * (6.848)\\\\=95.872\\\\\approx 96\)

Number of years : 1995 + 25 = 2020

In 2020, there are 96 wolves

Answer:

the answer for your question is 82.5 ft

Step-by-step explanation:

Using translation concepts, we have that the graph of f(x):Was shifted 9 units to the right and 3 units down ... O528.75 ft O264.375 ft O 41.25 ft O 82.5 ft.

Answer:

16 are oak trees

Step-by-step explanation:

2/9 of 72=

16

thus making the answer 16 oak trees

Answer:

Hi there!

Your answer is:

16 of the trees are Oak trees!

Step-by-step explanation:

72÷ 9= 8

8× 2= 16

Check your work!

16× 4 + (16/2) should equal 72!

and it does!

Hope this helps

Answer:20

Step-by-step explanation:this is wrong

Answer:

40

Step-by-step explanation:

subtract median of dogs and median of cats

The requried volume of the pedestal is 135 cubic inches.

Volume is defined as the mass of the object per unit density while for geometry it is calculated as profile area multiplied by the length at which that profile is extruded.

Here,
The volume of a triangular prism is given by the formula V =base x h, where the base is the area of the base and h is the height of the prism.

In this case, the area of the base is given as 9 in², and the height of the prism is given as 15 inches.

Therefore, the volume of the pedestal is:

V = base x h

V = 9 in² x 15 inches

V = 135 cubic inches

So the volume of the pedestal is 135 cubic inches.

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Answer:

Step-by-step explanation:

You want to identify the graphs that go with each of these functions, along with a particular point on the curve.

The equations are written here in standard form, factored form, and vertex form. (The "factored form" is sometimes called "intercept form.") Each of these forms can be analyzed for characteristics relevant to identifying the corresponding graph.

In general, we can readily identify the opening direction, based on the sign of the leading coefficient. Depending on the form, we can also identify zeros, the vertex, and the y-intercept.

The line of symmetry (x-coordinate of the vertex) of the equation in the form ax² +bx +c is x = -b/(2a). That is, it will be left of the y-axis when the coefficients 'a' and 'b' have the same sign.

The graph of equation A will be graph 4, the only one with its vertex left of the y-axis. The y-intercept is the constant: point S = (0, 9).

Equation B has a positive leading coefficient, so opens upward. The zeros of the factors are -3 and +9, so identify the places where the graph crosses the x-axis. Graph 3 is the only one that opens upward and has x-intercepts. Point R is (9, 0).

The vertex form of a quadratic is ...

  y = a(x -h)² +k . . . . . . . vertex (h, k); leading coefficient 'a'

Equation C has its vertex at (h, k) = (3, 9) and opens upward (a>0). Graph 1 is the only one matching those characteristics. Point P is the vertex, so point P is (3, 9).

Equation D is the same as equation B, but with a negative leading coefficient. That is, it opens downward and crosses the x-axis in two places, at x = -3 and x = 9. Graph 2 is matches this description. The left zero is point Q, (-3, 0).

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Answer:

D. an = 40. (1)-0•40(n-1)

Step-by-step explanation:

Simplifying the formula, we have:

an = 40 - 0 * 40 * (n-1)

an = 40 - 0

an = 40

Answer:

step one 1 ×3 = 4

Step-by-step explanation:

how first fo ther

(a) | BD | bisects | AC | (reason : Given)

(b) |AD| ≅ |CD| (reason: |BD| is the perpendicular bisector of segment AC).

(c) ∠ABD ≅ ∠CBD (reason: | BD |  bisects angle ABC)

(d) ∠A ≅ ∠ C (reason: complementary angles of a right triangle)

Congruent angles are the angles that have equal measure. So all the angles that have equal measure will be called congruent angles.

From the first statement, we will complete the flow chart as follows;

line BD bisects line AC (reason : Given)

line AD is congruent to line CD (reason: line BD is the perpendicular bisector of segment AC)

Angle ABD is congruent to angle CBD (reason: line BD bisects angle ABC)

Angle A is congruent to angle C (reason: angle ABD = angle CBD, and both triangles ABD and CBD are right triangles).

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there will be 200 gallons left, because

The calculated volume of the prism is 702 cubic cm

From the question, we have the following parameters that can be used in our computation

The trapezoidal prism (see attachment)

The formula of the volume of a trapezoidal prism is

Volume = Base area * Height

Where we have

Base area = 1/2 * (8 + 10) * 6

Evaluate the sum of 8 and 10

Base area = 1/2 * 18 * 6

Evaluate the products of 1/2, 18 and 6

Base area = 54

Also, we have

Height = 13

So, the volume is calculated as

volume = 13 * 54

Evaluate

volume = 702

Hence, the volume of the prism is 702 cubic cm

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The predicted interval for the given function is, f(x) ≥ 0 over the interval [-1,1]. So Option C is correct

Function is a relation between a set of inputs and a set of outputs which are permissible. In a function, for particular values of x we will get only a single image in y. It is denoted by f(x).

Vertical line test:-

Whenever we want to check whether a given expression is a function or not we can apply a vertical line test, in this test we check for a single image of x , we are getting a single image or more.

If we get more images then it will not be a function.

For example, let us take, y² = 4ax

y = ±√4ax

For single value of x we get two values of y

Hence, it will not be a function.

Given that,

The ordered pairs of the given function

(-3,15), (-2,-5), (-1,0), (0,5), and (1,0).

It can be observed from the values of f(x) with respect to x, that the function reaches zero at x = -1, then then reach up to 5 at x = 0 and then again reaches zero at x = 1

Hence, the value of f(x) remains positive within the interval of [-1,1].

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Answer:

the 1/5 one is 0.95

Step-by-step explanation:

look it up, silly also im sorry if i got in wrong i need help too and no one is helping me so im helping other people (well trying too)

Answer:

The correct option is C : x² + (y +3)² = 9 .

Step-by-step explanation:

We know that the general equation for a circle is ( x - h )² + ( y -k )²= r², Where,

Let the point be ( 0 , -y) , since it is on negative y axis . And the circle passes through the origin that is (0,0) . Hence the center will be 3 units down the y - axis that is ( 0 , -3) .Hence h will be 0 and y = (-3) .

Now its given that the radius of the circle is 3. So on substituting r = 3 , in standard form we have ,

⇒ ( x -h )² + ( y - k )²= r²

⇒ ( x - 0)² + { y - (-3) }² = 3²

⇒ x² + ( y + 3) ² = 3²

⇒ x² + ( y + 3)² = 9

• Note that I have attached the graph of the same .

Step-by-step explanation:

\(x - 6 = - 4 \\ \\ \implies \: x = - 4 + 6 \\ \\ \implies \: x = 2\)

Answer:

2

Step-by-step explanation:

because if you substitute 2-6 you will get negative 4

The meaning of the x-value on the line when y = 100 is the number of hours a student should spend on their homework to expect a score of 100 on the quiz.

1. The given information suggests that the math teacher plots student grades on the y-axis (vertical axis) and the number of hours they study on the x-axis (horizontal axis).

2. The teacher then draws a line of best fit, which represents the general trend or relationship between the quiz scores and the number of study hours.

3. We are asked to determine the meaning of the x-value on the line when y = 100, which implies finding the number of study hours required to expect a score of 100 on the quiz.

4. To find this value, we look for the point on the line where the y-coordinate is 100.

5. By observing the graph or equation of the line, we can determine the corresponding x-value or the number of study hours.

6. In this case, the x-value corresponding to y = 100 represents the number of hours a student should spend on their homework to expect a score of 100 on the quiz.

7. Therefore, the x-value on the line when y = 100 provides an estimate of the amount of time a student needs to allocate for studying in order to achieve a score of 100 on the quiz.

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Answer:θ ≈ 2.57 radians

θ ≈ 0.58 radians

Step-by-step explanation:We can solve this quadratic equation in sin(θ) by factoring:

4sin^2(θ) + 7sin(θ) - 5 = 0

(4sin(θ) - 1)(sin(θ) + 5) = 0

Therefore, either:

4sin(θ) - 1 = 0

sin(θ) = 1/4

or:

sin(θ) + 5 = 0

sin(θ) = -5 (not possible, since sin(θ) is between -1 and 1)

So, we have sin(θ) = 1/4. Since 0 ≤ θ < 2π, we can find the two solutions in the interval [0, 2π) by using the inverse sine function:

θ = arcsin(1/4)

Using a calculator, we find:

θ ≈ 0.2531 or θ ≈ 2.8887

Therefore, in radians, the solutions for θ are approximately:

0.2531 (which is less than 2π)

2.8887 (which is greater than 2π)

So the only answer that satisfies 0 ≤ θ < 2π is:

Answer:

Initially:

Cam has X stickers.

Dan has 2x.

Dan gives Cam 15 stickers:

Cam has x + 15 stickers.

Dan has 2x - 15 stickers.

2x - 15 = (x + 15) + 22.

X = 52 stickers.

x + 15 = 52 + 15 = 67 stickers.

2x - 15 = 2*52 - 15 = 89 stickers.

Step-by-step explanation:

The intersection of sets M and F contains the elements "c" and "d".

To find the intersection of sets M and F, we need to identify the elements that are common to both sets.

M = {a, b, c, d}

F = {c, d, e, f}

The intersection of M

and F is denoted by M ∩ F, which represents the set containing elements that are present in both M and F.

Looking at the elements in M and F, we can see that the common elements between the two sets are "c" and "d".

Therefore, the intersection of M and F can be expressed as:

M ∩ F = {c, d}

So, the intersection of sets M and F contains the elements "c" and "d".

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Answer:

30.9717685346

Step-by-step explanation:

Answer:

x = \(\frac{A*t^2}{800}\)

Step-by-step explanation:

First move t² to the left side by multiplying it.

A×t² = 800x - to get rid of 800, we divide both sides by 800. This isolates x.

x = \(\frac{A*t^2}{800}\)

Answer:

x(t) = –5 + 6t; y(t) = 3 – 9t

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

I got the Edg Test right

No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.

Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.

The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.

For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:

Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2

Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:

Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2

As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).

In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.

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No, Savannah is incorrect. Doubling the length, width, and height of a right rectangular prism will not double its surface area.

Surface area is the total area of an object's exposed faces, including any external surface area. It is a measure of the size of a surface and is usually expressed in square units such as square meters or square centimeters. Surface area is a two-dimensional measurement, since it only takes into account the area of a surface, and not its thickness or volume.

The surface area of a right rectangular prism is calculated by multiplying the length by the width and then multiplying that number by two and adding the two products together.

For example, the surface area of a right rectangular prism with a length of 15 cm, a width of 10 cm, and a height of 5 cm is calculated as follows:

Surface area = (15 cm * 10 cm) + (15 cm * 5 cm) = 150 cm2 + 75 cm2 = 225 cm2

Doubling the length, width, and height of this right rectangular prism would give us a prism with a length of 30 cm, a width of 20 cm, and a height of 10 cm. The surface area of this new prism would be calculated as follows:

Surface area = (30 cm * 20 cm) + (30 cm * 10 cm) = 600 cm2 + 300 cm2 = 900 cm2

As you can see, doubling the length, width, and height of the right rectangular prism does not double its surface area - the surface area has increased by four times (900 cm2/225 cm2 = 4).

In conclusion, doubling the length, width, and height of a right rectangular prism does not double its surface area; rather, it increases the surface area by a factor of four.

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Answer: First side is 40.5 meters. Second side is 121.5 meters. The third side is 159.

Step-by-step explanation:

x + 3x + 4x -3 = 321

8x - 3 =321

      +3     +3

8x = 324

x = 40.5

Second Side:   3(40.5) = 121.5

Third side:  4(40.5) - 3  = 159

Check: 159 + 121.5 + 40.5 =  321    

The quantity of candy that Eric ate would be = 14/15

The quantity of Candy Kim had = 2⅓ pounds.

The quantity of Kims candy that Eric ate = 2/5

That is 2/5 of 2⅓.

The actual quantity of candy that Eric ate = 2/5× 7/3 = 14/15

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The equation of a parabola with its vertex at the origin includes a negative coefficient 'a', the parabola opens downward. option B.

The equation y = ax² represents a parabola with its vertex at the origin. In this case, if the coefficient 'a' is negative, it determines the direction in which the parabola opens.

When 'a' is negative, the parabola opens downward. This means that the vertex, which is at the origin (0, 0), represents the highest point on the graph, and the parabola curves downward on both sides.

To understand this concept, let's consider the basic equation y = x², which represents a standard upward-opening parabola. As 'a' increases, the parabola becomes narrower. Conversely, when 'a' becomes negative, it flips the parabola upside down, resulting in a downward-opening parabola.

For example, if we have the equation y = -x², the negative coefficient causes the parabola to open downward. The vertex remains at the origin, but the shape of the parabola is now inverted.

In summary, when the equation of a parabola with its vertex at the origin includes a negative coefficient 'a', the parabola opens downward. This can be visually represented as a U-shape curving downward from the origin. So Optyion B is correct.

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Answer:

[B]. (1,-5)

Step-by-step explanation:

Given:

\(\begin{bmatrix}4x+2y=-6\\ 3x-2y=13\end{bmatrix}\)

Solve:

\(\begin{bmatrix}4x+2y=-6\\ 3x-2y=13\end{bmatrix}\)        Since 2y - 2y = 0 we take that away now we have;

\(4x=-6\\3x=13\)        Add 4x + 3x = 7x

\(\frac{7x}{7} =\frac{7}{7}\) Divide both sides by 7.

\(x=1\)

Now substitute x to find y.

\(4(1)+2y=-6\)

\(4 + 2y =-6\)  Add 6 to the other side.

\(10 = 2y\) Divide both sides by 2.

\(\frac{10}{2} =\frac{2y}{2}\)

\(y = 5\)

Hence, the answer is [B]. (1,-5)

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