PLEASE HELP THANKS what's -p < 0 ?

Here is an example of how to draw an isosceles trapezoid:

   _______

 /                 \

/_________\

In this trapezoid, the two parallel sides (the top and bottom sides) are of equal length, and the two non-parallel sides (the left and right sides) are also of equal length. The angles between the top and left sides and between the top and right sides are equal, as are the angles between the bottom and left sides and between the bottom and right sides.

An isosceles trapezoid is a type of trapezoid where the two non-parallel sides of the trapezoid are of equal length. This means that the trapezoid has a line of symmetry through its mid-point, which divides the trapezoid into two congruent triangles. The two parallel sides of an isosceles trapezoid are also referred to as bases, and the height of the trapezoid is the perpendicular distance between the two bases.

Because an isosceles trapezoid has two congruent triangles, the angles opposite these sides are also congruent. Therefore, an isosceles trapezoid has two pairs of congruent angles, with each pair containing one acute angle and one obtuse angle. The acute angles are located adjacent to the parallel sides, while the obtuse angles are located adjacent to the non-parallel sides.

Isosceles trapezoids have several interesting properties, including that the diagonals of an isosceles trapezoid are congruent, and that the diagonals bisect each other. Additionally, the length of each diagonal can be found using the Pythagorean theorem, and the area of an isosceles trapezoid can be determined using the formula:

Area = ((a + b) / 2) * h

Where "a" and "b" are the lengths of the two parallel sides (bases) and "h" is the height of the trapezoid.

PART B:

An isosceles trapezoid is a quadrilateral with two parallel sides (the bases) and two non-parallel sides of equal length. A parallelogram is also a quadrilateral with two pairs of parallel sides.

An isosceles trapezoid can be thought of as a special case of a parallelogram where one pair of opposite sides is shorter than the other pair. In fact, if you extend the non-parallel sides of an isosceles trapezoid until they intersect, you will get a parallelogram with the same base and height as the original trapezoid.

Conversely, if you take a parallelogram and draw a line segment parallel to one pair of opposite sides, you will get an isosceles trapezoid. This means that every isosceles trapezoid can be thought of as a parallelogram with a missing piece, and every parallelogram can be thought of as an isosceles trapezoid with extra pieces added on.

So, in summary, isosceles trapezoids and parallelograms are related in that isosceles trapezoids can be thought of as special cases of parallelograms, and parallelograms can be thought of as isosceles trapezoids with extra pieces added on.

PART C:

No, we cannot use the term "isosceles" to describe a rectangle because a rectangle, by definition, has four right angles and opposite sides that are parallel and congruent to each other. An isosceles trapezoid, on the other hand, has only one pair of parallel sides and two non-parallel sides that are congruent to each other.

The term "isosceles" is typically used to describe triangles or trapezoids where two sides are congruent to each other. In an isosceles triangle, two sides are equal in length, while in an isosceles trapezoid, two non-parallel sides are equal in length. However, in a rectangle, all four sides are equal in length, not just two.

Therefore, while we can describe a rectangle as having all sides congruent to each other, we cannot describe it as an isosceles rectangle because "isosceles" implies only two sides are congruent, which is not the case for a rectangle.

Learn more about Isosceles triangles/shapes:

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Answer:

9n²

Step-by-step explanation:

3n (2n+n)

3n × 3n

= 9n²

hope it helps!

Answer:

9n²

Step-by-step explanation:

distribute the 3n

=> 3n(2n) + 3n(n)

Simplify

=> 6n² + 3n²

=> 9n²

Hope this helps!

Maybe brainliest?

Answer:

Sabrina will train 21 miles next week for the race.

Step-by-step explanation:

2/3 of 4.2=2.8

%25 more of 2.8=3.5

3.5*6=21 miles

Answer:

3.5*6=21 miles

Step-by-step explanation:

Answer:

Step-by-step explanation:

Rise over run is the slope, m

m=2/5

a)  the slope is 2/5 = .4 which is below the boundary guideline.  So no this is not with in carpenter's guidelines

b) the image below show a line with slope 2/5 but with intercept 3

c) the stairs can be draw on the line with rise 2 run 5   from the line.  see image

d)equation is in image

2.

a) count the squares

horizontal distance =3

vertical distance =3

b)  slope is vertical distance over horizontal distance  so m= 3/3 =1

Answer: 33.3%

Step-by-step explanation:

Since you want numbers less than 3, that would mean you want the sides with #1 and #2. And since there are six sides on the dice, you would put the number of sides you wish over the total number of sides. This would be 2/6 which could be simplified to 1/3 and if you want a decimal answer divide 1/3 to get a repeating decimal then move two decimal places to the right to make it 33.3% (This is rounded to the nearest tenth decimal place)

Answer:

Answer attached

Step-by-step explanation:

steps and answer in attachment

Answer:

3/24 or about 12.5%

Step-by-step explanation:

Answer:

Step-by-step explanation:iyghjyghuyjhmn

Answer:

4:3

8:6

24:18

20:15

Step-by-step explanation: Hope this helps!

Answer:

yes

Step-by-step explanation:

Answer:

Yes y=20x

Step-by-step explanation:

Because each time the number on the y axis goes up 20.

Answer: The volume can be found using the fomula (pi)(r)^2(h).

(3.14)(3.8)^2(3)

136.0248

Step-by-step explanation:

Answer:

40cm^2

Step-by-step explanation:

A=a+b/2×h

A=6+10/2*5

A=16cm/2*5cm

A=8cm*5cm

A=40cm^2

Answer:

Step-by-step explanation:

reason 1:

opening of brackets to solve the expression

reason 2:

in multiplication order is followed i.e. the number always lead the variable in the expression

reason 3:

for clarification brackets are added to multiply like terms i.e. numbers with numbers and variable with the variable

reason 4:

the solved and simplified expression is delivered as a result

\((\stackrel{x_1}{2}~,~\stackrel{y_1}{1})\qquad (\stackrel{x_2}{4}~,~\stackrel{y_2}{4}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{4}-\stackrel{y1}{1}}}{\underset{run} {\underset{x_2}{4}-\underset{x_1}{2}}}\implies \cfrac{3}{2}\)

Answer:

3/2

Step-by-step explanation:

slope=Y2-Y1

          X2-X1

         1 -4

         2-4

           -3/-2

           3/2

Answer:

11x+20y+10

Step-by-step explanation:

Well first I would distribute the negatives

8x+20y+3x+10

Next I would combine liek terms

11x+20y+10

There you have it

Answer:

11x+20y+10

Step-by-step explanation:

(8x+20y)+3x+10

11x+20y+10

Answer:

2

Step-by-step explanation:Quadrant I and Quadrant IV

Two out of the four Quadrant planes have a positive x- value.

The coordinate axis split the plane into four parts called Quadrants or which can also be called Cartesian quadrants. These divided parts of the plane are numbered I, II, III, and IV.

The first quadrant/ quadrant I which lies on the upper axis on the right side of the plane has two positive quadrants, that is one positive x and one positive y because both of them lie in the positive direction of the axis.

The second quadrant/ quadrant II which appears on the upper right side of the plane has one positive and one negative coordinate that is, one positive y and one negative x because the x coordinate lie in the opposite direction of the sign of the numbers.

In quadrant III which lies in the downward direction and the left side of the plane has two negative coordinates both x and y. both the coordinates go towards the opposite direction of the sign convention.

in the last quadrant/ quadrant IV have a positive x- coordinate and one negative y-coordinate. Because the y coordinate goes against the positive sign convention.

to know more about quadrants,

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Answer:

-5/18

Step-by-step explanation:

2/9 - 1/2

= -5/18

Answer:

Lets start:

Picture 1:-

1. Length of EH= 12cm

2. Angle G= 55 degrees

Picture 2:-

1. Scale factor= 1/4 (I'm not sure about this but this is what I think it is ;-;)

2. Value of y= 28 cm

Picture 3:- [Picture 3 is cropped so I'm guessing its the last one so imma answer those questions :D]

1. Scale factor= 5 (Again I'm not sure but its my best guess)

2. Value of z= 5

Picture 4:-

1. Scale factor= 4 (I'm pretty sure you know that my scale factor answers are guesses so yea ;-;)

2. Value of b= 12

Step-by-step explanation:

Since i can't add links in answers you can watch:

Similar figures

-By The Organic Chemistry Tutor

It'll help you understand how we solve these questions

Well anyways i hope this clears your concepts :D

Answer:

Step-by-step explanation:

EH is 12cm as the shape has been enlarged by scale factor two (all sides have been multiplied by 2).

Angle G remains the same at 55 degrees.

PART A

Scale factor for the triangle = 1/4

Value of y = 28cm

3) z = 5, scale factor = 5

SIMILAR RECTANGLES:

Scale factor = 4

Side b = 12cm

Hope these answers work out for you

Answer:

a) On Call: $2.86/hour

Talk Time: $2.50/hour

b) Talk Time offers the best deal.

c) $3/hour

Multiply 0.05 by 60 because there are 60 minutes in an hour.

Step-by-step explanation:

a) On Call: 10/3.5=2.86

Talk Time: 1.25/0.5=2.50

b) On Call>Talk Time

Talk Time offers the best deal.

c) 0.05x60=3

Multiply 0.05 by 60 because there are 60 minutes in an hour.

Answer:

Step-by-step explanation:

One company wants $10 per 3.5 hours, so they want 10 / 3.5 ≈ 2,86 dollars per hour (after rounding to the closest hundreths).

Second company wants $1.25 per half an hour, so they want 2 * 1,25 = 2,50 dollars per hour.

The unit rate is 2,86:2,50

Answer: The real answer is (A) As the time a basketball player practices increases, the number of points scored in a game increases with a strong linear association.

Step-by-step explanation:

Anyway, if you still don't fully trust my answer here is the graphed coordinates:

If you need more proof, here is the definition of linear coordinates and strong association from my lesson:

Linear Association Definition:

A scatter plot with a linear association shows a pattern that can be described by a straight line.

Strong Association Definition:

A scatter plot with a strong association has points that appear to follow a single path, whether straight, curved, or bending all over the place. The stronger the association, the more closely the points are grouped together.

Anyway hope y'all have a great day. I bit my tongue lol.

The type and the degree of association that we have here is As the time a basketball player practices increases, the number of points scored in a game increases with a strong nonlinear association.

A scatter plot (also called a scatterplot, scatter graph, scatter chart, scattergram, or scatter diagram) is a type of plot or mathematical diagram using Cartesian coordinates to display values for typically two variables for a set of data.

We can see the trend that the plot is taking, it is going upwards. This shows that the increase in practice time was making him better at scoring points.

When he practiced at 20 minutes, he scored 10 points

Also the relationship is non linear given that all of the points do not fall on the same line if it is to be ruled. There are points outside.

Read more on scatter plots here; brainly.com/question/6592115

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Answer:

It is A because if you add -13 and 28 together you would get 15

Step-by-step explanation:

Give me brainliest

Answer: 123

Step-by-step explanation:

Value of 8+23×5 is 123.

PEDMAS rule states that the order of operation starts with the parentheses first or the calculation which is enclosed in brackets. Then the operation is performed on exponents(degree or square roots) and later we do operations on division & multiplication and at last addition and subtraction.

Given

8+23×5

We have to perform multiplication as per the PEDMAS rule

= 8 + 115

Now we have to perform addition

= 123

Hence, value of 8+23×5 is 123.

Find more information about PEDMAS Rule here

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Answer:

1/4⋅(-12) = -3

(-1/3)⋅39 = -13

(-4/5)⋅(-75) = 60

(-2/5)⋅(-34) = 13.6

8/3⋅(-42) = -112

Step-by-step explanation:

just please use a calculator

Answer:

D is the right choice and no you cannot fit the pizza inside the box.

Step-by-step explanation:

D is the answer because to turn 2/3 into a decimal you would divide 2 by 3 and the answer you would get would be 0.66666666666...You would then add 12 to the answer and get 12.6666... Once you get this answer you would round it to the hundredths to get 12.67 but since that is not an option you could use D, 12.66 inches.

Answer:

I believe the answer is D.

Step-by-step explanation:

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