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Given: Triangle ABC is isosceles. P is the midpoint of AB. Q is the midpoint of AC. AB ≅ AC
Prove: PC ≅ QB


By the Midpoint Formula, the coordinates of P are (_,_), and the coordinates of Q are (_,_).


By the Distance Formula, PC = QP = _, so PC ≅ QB by the definition of congruency.

The sides of angle JBA is ray BJ and BA.

In the geometry, angle is defined as the geometry formed by the multiple rays. Or we can say that the angle is the figure formed by two rays which has same initial point. These rays are also known as the sides of an angle. A angle can have two rays.

Some common terms related to angle :

Endpoint  : It is the point where the rays met to each other.

Ray : Ray is the side or line segment on which angle is formed.

Curve : It is a line but not straight i.e. a bended line.

Tangent : A line which touches the surface of curve.

In the given question, as ∠JBA is made between two lines or rays i.e. ray BJ and ray BA . Therefore sides of this angle are BJ and BA.

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9514 1404 393

Answer:

  x = 40

  ∠6 = 120

Step-by-step explanation:

This question has nothing to do with parallel lines.

Angles 5 and 6 form a linear pair, so are supplementary.

  ∠6 + ∠5 = 180°

  3x +60 = 180

  3x = 120 . . . . . . . . . subtract 60

  x = 40 . . . . . . . . . . . divide by 3

Angle 6 is the supplement of angle 5 as shown above.

  ∠6 = 3x = 120

\(a(1) = 240 \\ a(2) = a(1) + d = 240 + 24 = 264 \\ a(3) = a(2) + d = 264 + 24 = 288 \\ a(4) = a(3) + d = 288 + 24 = 312 \\ a(5) = a(4) + d = 312 + 24 = 336 \\ a(6) = a(5) + d = 336 + 24 = 360\)

Answer:

2.1

Step-by-step explanation:

Simplifying

3.4 + -2.8d + 2.8d + -1.3 = 0

Reorder the terms:

3.4 + -1.3 + -2.8d + 2.8d = 0

Combine like terms: 3.4 + -1.3 = 2.1

2.1 + -2.8d + 2.8d = 0

Combine like terms: -2.8d + 2.8d = 0.0

2.1 + 0.0 = 0

2.1 = 0

Solving

2.1 = 0

Couldn't find a variable to solve for.

This equation is invalid, the left and right sides are not equal, therefore there is no solution.

Answer:

Step-by-step explanation:

At 8000 feet MSL in the teardrop could a descent to 3,200 feet commence.

What is aircraft?

A vehicle that can fly is known as an aircraft. It does so by getting help from the air. It does this by either employing static lift, the dynamic lift of an airfoil or, in a few rare instances, the downward push from jet engines. Aerial vehicles include, but are not limited to, planes, helicopters, airships (including blimps), gliders, paramotors, and hot air balloons.

As given, your aircraft was cleared for the ils rwy 18 at Lincoln municipal and crossed the Lincoln Vortac at 5,000 feet MSL.

Therefore, at 8000 feet MSL in the teardrop could a descent to 3,200 feet commence.

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Part A

\(g(-1/3)=3(-1/3)-4=-5\\\\f(g(-1/3))=f(-5)=-5+2=\boxed{-3}\)

Part B

\(g(f(x))=g(x+2)=3(x+2)-4=3x+6-4=\boxed{3x+2}\)

Part C

Since \(g(f(x)) \neq x\), \(g(x)\) and \(f(x)\) are not inverses.

Answer:

90

Step-by-step explanation:

divide 292 by 2

subtract 56 to get Ali's and add 56 to his Dad's

I could be wrong it's 6 am

The study has a confounding variable since the two groups differ in the time they were supposed to report to the testing room. Since the groups differed in terms of sleep deprivation and the time they were supposed to report to the testing room, the effect of sleep deprivation on learning could not be isolated.

The statement that is true is: d. All of these are true.Explanation:A study may have various sources of variability, including participant selection, the setting in which the study is conducted, and the measure used. The following options are as follows:a. The study may be affected by a situational variable.b. The construction noise may contribute to variability in test scores.c. The study has a confounding variable. The groups differ in the time they are to report to the testing room.d. All of these are true.Therefore, all of these options are true. For example, the study may be affected by a situational variable if a natural disaster or other unforeseen event happens that causes the study to be disrupted. In this case, the study was disrupted by a noisy construction crew, which may have contributed to variability in test scores. The study has a confounding variable since the two groups differ in the time they were supposed to report to the testing room. Since the groups differed in terms of sleep deprivation and the time they were supposed to report to the testing room, the effect of sleep deprivation on learning could not be isolated.

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Regarding the exponential function y = 3(2)^x, we have that:

An exponential function is defined as follows:

y = ab^(x/n).

In which the parameters are defined as follows:

The function for this problem is given as follows:

y = 3(2)^x.

Hence the parameters are given as follows:

At x = 3, the numeric value of the function is obtained as follows:

y = 3 x 2^3

y = 3 x 8

y = 24.

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Answer:

A

Step-by-step explanation:

The unit rate of Mikayla and brie is 0.16 miles per minutes and 0.25 miles per minutes respectively.

Brie runs faster.

Mikayla

2 miles in 12 1/2 minutes

Unit rate = miles / minutes

= 2 ÷ 12 1/2

= 2 ÷ 25/2

= 2 × 2/25

= 4/25

= 0.16 miles per minutes

Brie

5 miles in 22 1/4 minutes

Unit rate = miles / minutes

= 5 ÷ 22 1/4

= 5 ÷ 89/4

= 5 × 4/89

= 20/89

= 0.25 miles per minutes

Lucy

4 4/5 pounds for $18.50

Unit rate = pounds / price

= 4 4/5 ÷ 18.50

= 24/5 ÷ 18.50

= 24/5 × 1/18.50

= 24/92.50

= $0.26 per pound

Sophie

3 1/2 pounds for $14.75

Unit rate = pounds / price

= 3 1/2 ÷ 14.75

= 7/2 ÷ 14.75

= 7/2 × 1/14.75

= 7/29.5

= $0.24 per pound

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Answer:

9

Step-by-step explanation:

Vertical lines are parallel so the given interior angles are supplementary and their sum is equal to 180:

4x + 9 + 16x - 9 = 180 add like terms

20x = 180 divide both sides by 20

x = 9

Question seems incomplete as the initial amount Roy has isn't given. Kindly provide Roy's initial amount

Answer:

Step-by-step explanation:

Answer:

1 and 1/8 of a batch

Step-by-step explanation:

First you multiply 1/2 by 4 and get for 8 and then you subtract 4/8 - 3/8 and you take the sum of that and add one hole

Answer:

The other side = \(\frac{1}{12}\) units

Step-by-step explanation:

A right triangle has a side of length \(\frac{1}{4}\) units and;

the hypotenuse is \(\frac{1}{3}\)

According to Pythagorean theorem,

a² + b² = c² , where a and b are the two legs of a triangle and c is the hypotenuse.

Lets say a² = \((\frac{1}{4}) ^2\)   and  c² = (\((\frac{1}{3} )^2\)

b² = c² - a²

b² = \(\frac{1}{9}\) - \(\frac{1}{16}\) = \(\frac{1}{144}\)

So b = \(\sqrt{1/144}\) = \(\frac{1}{12}\) units.

So the other side = \(\frac{1}{12}\) units.

Answer:

\(x=\frac{1}{7}\)

Step-by-step explanation:

\(3x-4x-4-x+65=83x-8x+50\)

\(3x-4x-x-4+65=83x-8x+50\)

\(-2x-4+65=83x-8x+50\)

\(-2x+61=83x-8x+50\)

\(-2x+61=75x+50\)

\(-2x+61-61=75x+50-61\)

\(-2x=75x-11\)

\(-2x-75x=75x-11-75x\)

\(-77x=-11\)

\(\frac{-77x}{-77}=\frac{-11}{-77}\)

\(x=\frac{1}{7}\)

Answer:

x=1/7

Step-by-step explanation:

3x-4x-4-x+65=83x-8x+50

Solving the right side of equation we have;

83x-8x+50 = 75x +50

Solving the left side of the equation we have;

3x-4x-4-x+65= -2x +61

Equating left side and right side.

-2x +61= 75x +50

by grouping terms with x , we have :

-2x- 75x = -61+50

-77x= -11

x= -11/ -77 = 1/7

Answer: 5/4

Step-by-step explanation:

Ah yes terminal angles. I love these. Here's a formula to solve these.

With point P(x,y) and value r where r = square-root of x square + y square, we have:

Sin = y/r

Cos = x/r

Tan = y/x

Csc = r/y

Sec = r/x

Cot = x/y

so tan = y/x. here y = 5 and x = 4 so the answer is 5/4

Answer:

b. 5/4

Step-by-step explanation:

Without knowing the exact angle C, we cannot determine the value of tan θ.

However, we can use the coordinates of point P to determine the ratio of the opposite side to the adjacent side (which is equal to the value of tan θ).

Recall that in the coordinate plane, the x-coordinate represents the adjacent side and the y-coordinate represents the opposite side.

Therefore, in this case:

adjacent side = 4

opposite side = 5

tan θ = opposite/adjacent = 5/4

So, tan θ = 1.25.

1.25 = 5/4

Answer:

I have no idea

Step-by-step explanation:

Answer:

23.84 feet

Step-by-step explanation:

Solving this question above, we using Trigonometric function tangent = Opposite/Adjacent

Opposite side + h = Height of the tree

We are told that:

A student is standing 20 feet away from the base of a tree. He looks to the top of the tree at a 50 degree angle of elevation. His eyes are 5 feet above the ground.

20 feet = Adjacent side = Distance form the tree

tan 50 = (h+5)/20

Cross Multiply

h + 5 = 20 × tan50

h = 20tan50 - 5

h= 18.835071852

h =18.84

Therefore the height of the tree is calculated as:

18.84+5 feet

=23.84 feet

Answer:

24 feet

Step-by-step explanation:

EZ

Answer:

im workin gon it can you please mark me as brainliest

Step-by-step explanation:

Answer:

\(\huge{\boxed{\sf\:p=\frac{3R}{4}+q}}\)

Step-by-step explanation:

Let's use the distributive property at first to remove the brackets.

\(\sf\:R = \frac { 4 } { 3 } ( p - q )\\\\\sf\:R=\frac{4}{3}p-\frac{4}{3}q\)

Now, let's bring 4/3 p to the left side of the equation & R to the right side.

\(\sf\:R=\frac{4}{3}p-\frac{4}{3}q \\\\\sf\frac{4}{3}p=R+\frac{4}{3}q\)

Now, to bring the same denominator for all the values, let's divide all the numbers by 4/3. So,

\(\sf\:\frac{4}{3}p=R+\frac{4}{3}q \\\\\sf\:\frac{\frac{4}{3}p}{\frac{4}{3}}=\frac{\frac{4q}{3}+R}{\frac{4}{3}}\)

We know that, dividing by 4/3 will undo the multiplication by 4/3.

\(\sf\:p=\frac{\frac{4q}{3}+R}{\frac{4}{3}} \\\)

And by further dividing, we'll get our answer as,

\(\large{\boxed{\sf\:p=\frac{3R}{4}+q }}\)

_________

Hope it helps!

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\(\mathfrak{Lucazz}\)

Answer:

\(Given,r = \frac{4}{3} (p - q)\)

\( = r \times 3 = \frac{4}{ \cancel3} (p - q) \times \cancel 3\)

\( = 3r = 4(p - q)\)

\( = \frac{3r}{4} = \frac{ \cancel4(p - q)}{ \cancel4} \)

\( = p - q = \frac{3r}{4} \)

\( = p - q + q = \frac{3r}{4} + q\)

\( =p = \frac{3r}{4} + q\)

To convert steps to miles, use the average stride length to calculate the distance covered by the steps.The average stride length for a person is approximately 2.5 feet, and there are approximately 5,280 feet in a mile.

Unit conversion is the process of changing a quantity from one unit of measurement to another, while maintaining its value. This is often done to compare measurements in different systems of units or to express a measurement in a unit that is more appropriate for a particular situation.

For example, converting between metric units (such as grams or meters) and imperial units (such as ounces or feet) is a common type of unit conversion. The process of unit conversion involves using a conversion factor, which is a ratio that relates the units being converted.  

To convert steps to miles, simply multiply the number of steps taken by the average stride length, and then divide the result by 5,280.

For example, if you take 10,000 steps, the distance covered would be approximately 4.47 miles (10,000 x 2.5 / 5,280).

Keep in mind that the average stride length can vary based on factors such as height, age, and fitness level, so it is important to measure your own stride length for the most accurate results.

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The value that is added on the left-hand side to make the equation equal is -1/100.

In mathematics, an expression is a group of numbers and operations. The components of a mathematical expression that perform an operation are as follows: multiplication, division, addition, and subtraction.

Given [1/-2  - 3/4  of -8/15],

to add a number so the sum equals the product of -7/50 and 11/14

let the number be x

according to the question,

[1/-2  - 3/4  of -8/15] + x = -7/50*11/14

taking LHS

[1/-2  - 3/4  of -8/15] = -1/2 - (3(-8)/60)

[1/-2  - 3/4  of -8/15] = -1/2 + 24/60

[1/-2  - 3/4  of -8/15] = (-30 + 24)/60

[1/-2  - 3/4  of -8/15] =-6/60 = -1/10

RHS

-7/50*11/14 = -77/700 = -11/100

substitute the values

[1/-2  - 3/4  of -8/15] + x = -7/50*11/14

-1/10 + x = -11/100

x = -11/100 + 1/10

x = (-11 + 10)/100

x = -1/100

Hence -1/100 is added to make the equation equal.

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Answer: LCM = pq(p - q) = p²q - pq²

Step-by-step explanation:

      p² - pq               pq - q²

         ∧                         ∧

    p   (p - q)             q   (p - q)

p² - pq:    p  · (p - q)

pq - q²:    q  · (p - q)

GCF: (p - q)

LCM: p · q · (p - q)

Answer:

$8400.00

P is the principal amount, $15000.00.

r is the interest rate, 5.6% per year, or in decimal form, 5.6/100=0.056.

t is the time involved, 10....year(s) time periods.

So, t is 10....year time periods.

Answer:

To calculate the mean length of the insects found, we can use the following formula:

Mean length = (Sum of lengths) / (Number of lengths)

We can calculate the sum of lengths by adding up the lengths of all the insects and dividing by the number of insects:

Sum of lengths = Length (0) + Length (10) + Length (20)

Sum of lengths = 0 mm + 10 mm + 20 mm

Sum of lengths = 30 mm

Number of lengths = 3

Mean length = Sum of lengths / Number of lengths

Mean length = 30 mm / 3

Mean length = 10 mm

Therefore, the mean length of the insects found is 10 mm.

The answer in fractions is 59/100

When a statistic is given as a percentage, we assume that the sample size of the survey is

100

persons.

So, in the aforementioned question, we simply need to express the percentage as a fraction where the

numerator

represents the number of people who are in favor of the argument that their teens are addicted to cell phones which is

59

the denominator of the fraction represents the total number of people in the sample survey size which is

100.

simply using the above logic we can deduce the percentage into a fraction which is

59/100

.

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Lars wrote rules for two patterns and then used them to generate ordered pairs (x, y).  However, we can analyze the patterns and the given ordered pairs to make some educated guesses and formulate hypotheses about the rules.

The patterns and the given ordered pairs are not specified in the question, so we have to assume some examples. For instance, if Lars wrote the rule "y = 2x + 1" for the first pattern, he could have generated the ordered pair (3, 7) by substituting x = 3 and computing y = 2(3) + 1 = 7. Likewise, if Lars wrote the rule "y = x^2 - 4" for the second pattern, he could have generated the ordered pair (-2, 0) by substituting x = -2 and computing y = (-2)^2 - 4 = 0. However, Lars could have used different rules and generated different ordered pairs, so we cannot know for sure which one he wrote without additional information.

In summary, Lars wrote rules for two patterns and used them to generate ordered pairs (x, y). The question does not provide enough information to determine which specific ordered pair Lars could have written, but we can make some educated guesses based on the given rules and examples. Without knowing the rules, we cannot verify our guesses, but we can use them to illustrate the process of pattern recognition and hypothesis formation in mathematical thinking.

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