find each angle measure to the nearest degree
lol who wanna do 1, 3, 5 and 7 for me (the odds)

Answer:

its correct

Step-by-step explanation:

When we evaluate the expression 8x² + 6x - 8 in x = 2, we will get the value 36.

Here we need to evaluate the following expression:

8x² + 6x - 8

in x = 2.

Evaluating means that we need to replace the variable by the given number. Replacing the "x" by 2, we will get:

8*2² + 6*2 - 8

8*4 + 12 - 8

8*3 + 12

24 + 12 = 36

When x = 2, the expression is equal to 36.

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Answer:

he should be 39 y/o

Step-by-step explanation:

you would add the 18 and 5 to get him age now, and then add the 16 years, so his age would be 39. hope this helps

As a result, you are turning the entire trapezium figure 90 degrees clockwise in order to change the trapezoid LMNQ into L′M′NQ′.

In American and Canadian English, a trapezoid is a quadrilateral with at least one set of parallel sides. In British and other versions of English, the word is a trapezium. A trapezoid is always a convex quadrilateral in Euclidean geometry. The parallel sides of the trapezoid are referred to as its bases.

Given: When (-7,-2) to L, L becomes L' (-2,7)

You will often obtain a rotation of 90 degrees clockwise or 270 degrees counterclockwise around the origin (0,0), as well as a reflection across the x-axis and across the line of symmetry of the image, if you have (x,y) and it becomes (y,-x).

The entire graphic is therefore rotated 90 degrees in a clockwise orientation.

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The least common multiple of 598 and 45 is 26, 910

To find the least common multiple of 598 and 45, you can use the prime factorization method. This involves finding the prime factors of both 598 and 45 and then multiplying these prime factors when they are in their highest power.

This gives:

598 prime factorization :

2 x 13 x 23 = 598

45 prime factorization :

3 x 3 x 5 = 45

The least common multiple is;

= 2 x 13 x 23 x 3 x 3 x 5

= 26, 910

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Answer:

[tex] \sf \: b) \: 45[/tex]

Step-by-step explanation:

The values given are,

→ u = 7

→ d = 10

→ e = 3.2

Now the expression is,

→ 15(d - u)

Evaluating the expression,

→ 15(d - u)

→ 15(10 - 7)

→ 15 × 3

→ 45

Hence, option (b) is correct.

Answer:45

Step-by-step explanation:

15(10-7)

15(3)

multiply and get 45

Answer:

arc AB

Step-by-step explanation:

uhhhh 48 is greater than 42

Answer:

1) N = 2. 2) -7/3

Step-by-step explanation:

1)

6 = 3n

6/3 = n

2 = n

n = 2

2)

-3 = 3t + 4

3t + 4 = -3

3t = -3 - 4

3t = -7

T = -7/3

here is my answer mate,

1)18

2)4

On solving the provided question, we can say that - here in equation 10x + =4 = 2

An equation is a formula in mathematics that joins two statements with the equal symbol = to represent equality. The definition of an equation in algebra is a mathematical statement proving the equality of two mathematical expressions. In the equation 3x + 5 = 14, for instance, the terms 3x + 5 and 14 are separated by an equal sign. The link between two phrases on either side of a letter is expressed mathematically. There is often only one variable, which is also the symbol. instance: 2x - 4 Equals 2.

here,

the equation we have is  = 10x + =4 = 2

10x = -2

x = -1/5

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Answer:

C

Step-by-step explanation:

The additional expense brought on by reducing the quantity is known as the cost. An additional expense "at the margin" is another name for this. The extra income that results from raising the supply is known as the marginal revenue.

Profit is defined as the difference of revenue and cost (determined by deducting cost from revenue. when revenue exceeds operational expenses, the difference between them is called the operating profit.

The additional money "at the margin" is another name for this.The money left over after a corporation pays its bills and expenses is known as its profit. Costs are the out-of-pocket expenditures comes to making, producing, and marketing the company's goods and services.

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Answer:

She spent 37.05

Step-by-step explanation:

multiply both values

9514 1404 393

Answer:

Step-by-step explanation:

-f(x) reflects the graph over the x-axis. Instead of increasing everywhere, it decreases everywhere.

__

2f(x) stretches the graph vertically by a factor of 2. The y-intercept of (0, 1) gets moved to (0, 2)

__

f(x) +2 shifts the graph up 2 units. The horizontal asymptote moves from y=0 to y=2.

__

f(x+2) shifts the graph left 2 units. The point (2, 4) on the original graph gets translated to the y-axis to become the new y-intercept (0, 4).

The point of intersection is (–3.5, 0.5) when the system of equations below is graphed on the coordinate plane.

The equation is defined as a mathematical statement that has a minimum of two terms containing variables or numbers that are equal.

The system of equations below

-x + y = 4,

6x + y = -3

As per the given question, the required graph has been attached below.

The point of intersection when the system of equations is graphed on the coordinate plane is (–3.5, 0.5).

This is the point where the two lines cross each other.

Hence, the correct answer would be an option (D).

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The question seems to be incomplete the correct question would be:

What is the point of intersection when the system of equations below is graphed on the coordinate plane? -x+y=4, 6x+y= -3

A. (1, –3)

B. (–1, 3)

C. (1, 3)

D. (–3.5, 0.5)

Answer:

Acute scalene triangle

The equation is x² + y² = 277 and the value of x and y is 9 and 14 respectively

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

Let the two number be x and y

One integer is 5 less than another

So , x = y - 5  

x - y = -5   be equation (1)

And , sum of their squares is 277

So , x² + y² = 277   be equation (2)

On simplifying the equation , we get

( x - y )² = x² + y² - 2xy

Substituting the values in the equation , we get

( -5 )² = 277 - 2xy

2xy = 277 - 25

2xy = 252

And , ( x + y )² = x² + y² + 2xy

Substituting the values in the equation , we get

( x + y )² = 277 + 252

( x + y )² = 529

( x + y ) = 23   be equation (3)

Adding equation (1) and equation (3) , we get

2x = 18

x = 9

So , y = 14

Therefore , the value of x and y is 9 and 14 respectively

Hence , the equations are solved

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Answer:

<CED = 58°

Step-by-step explanation:

Let <CED = x

We can obtain the value of x as illustrated below:

<CED + 122 = 180 (angles on a straight line)

x + 122 = 180

Collect like terms

x = 180 – 122

x = 58°

<CED = x

x = 58°

Thus,

<CED = 58°

Answer:

No Solutions

Step-by-step explanation:

Hello!

We can solve for a by isolating the variable.

Since -29 cannot be equal to -9, there are no solutions for this equation.

Answer: x=2.375937.... sorry I give you the wrong one but here the steps O here x=2.96423 will it can be any one of the two answer I give you now.

Step-by-step explanation: Hope this help :D

Answer:

2.4?

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

I guess if you look at the zeroes/x-intercepts, we got (3,0) and (-7,0) as zeroes.

Additionally, we can calculate the minimum by expanding the function:

[tex](x-3)(x+7)=x^2+4x-21[/tex]

[tex]\displaystyle x=-\frac{b}{2a}=-\frac{4}{2(1)}=-2\\\\f(-2)=(-2)^2+4(2)-21=4+8-21=12-21=-9[/tex]

So the minimum of the function is (-2,-9)

Also, our y-intercept is (0,-21)

Answer:

4/663

Step-by-step explanation:

Probability is the likelihood or chance that an event will occur.

Probability = Expected outcome/Total outcome

Since we are to draw from a pack of card, the total outcome will be 52

Since there are 4 hearts;

Pr(selecting heart) = 4/52 = 1/13

If a club is then selected without replacement, the total number of card remaining will be 51;

Pr(selecting a heart) = 4/51

probability of drawing a heart and a club in that order = 4/52 * 4/51

probability of drawing a heart and a club in that order = 16/2652

probability of drawing a heart and a club in that order = 4/663

To find the cost of each pound of almonds, we need to find the difference in the cost of the almonds between the two purchases and divide it by the difference in the number of pounds of almonds. In this case, the difference in the cost of the almonds is $31 - $12 = $19 and the difference in the number of pounds of almonds is 3 - 5 = -2 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/-2 = $-9.50 per pound. This means that the cost of each pound of almonds is $-9.50.

To find the cost of each pound of jelly beans, we can use a similar process. In this case, the difference in the cost of the jelly beans is $31 - $12 = $19 and the difference in the number of pounds of jelly beans is 8 - 2 = 6 pounds. Dividing the difference in the cost by the difference in the number of pounds gives us $19/6 = $3.17 per pound. This means that the cost of each pound of jelly beans is $3.17.

Answer: 7.6

Use a caculator for next time so you don't have to waste your points.

Answer:

The expression is x + 3 or 3 + x

Step-by-step explanation:

Answer:

The answer is 3>x or x<3

Step-by-step explanation:

hope this helps

Answer:

D

Step-by-step explanation:

Edge

Answer:

30 students

Step-by-step explanation:

First, we need to find exactly how many students went to school by car and how many went on the bus.

To do this, we simply multiply the fraction of students that used each transportation method by the total number of students.

[tex]\# \textrm{ of students by car} = \dfrac{3}{8} \times 240 = \dfrac{3 \times 240}{8} = \dfrac{720}{8} = 90 \textrm{ students}[/tex]

So, 90 students went to school by car.

[tex]\# \textrm{ of students on bus} = \dfrac{6}{12} \times 240 = \dfrac{1}{2} \times 240 = \dfrac{240}{2} = 120 \textrm{ students}[/tex]

So, 120 students went to school on the bus.

The number of students that walked to school is the same as the number of students who didn't go in a car or on the bus, so to find the number of students that walked to school, we can subtract the number of students that went by car and on the bus from the total number of students.

[tex]\# \textrm{ of students that walked} = 240 - 90 - 120 = 30 \textrm{ students}[/tex]

As there are certain steps are there which describes, the definition of f x^m/n re, by  taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocality to the power of n is equivalent to raising the original number to the power of n/m.

Statements are sentences that expressage a fact, idea, or legal opinion. Statements do not ask questions, make requests or give speech act. They are also not utterances.

As there is a second step that follows,

2. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)

3. This can also be written as x^(mn/m^2) = x^(n/m) which is the same as x to the power of (n/m)

4. The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.

Therefore, As a result, the complete definition of  x^m/n, are as follows in the above statement.

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The complete statement was.

The expression (x^(m/n))^(n/m) is the definition of x^mn, which is the mth root of x raised to the power of n. It makes sense because taking the mth root of a number is the same as taking the reciprocal of the exponent, and raising that reciprocal to the power of n is equivalent to raising the original number to the power of n/m.