Answers
Answer:
Step-by-step explanation:
First off, if side BC and side EC are congruent, then this is an isosceles triangle. It then goes to follow by the Isosceles Triangle Theorem that angle EBC is also 67 degrees. By the Triangle Angle-Sum Theorem then, angle BCE is 180 - 67 - 67 which is 46 degrees. Angle BCE is supplementary to angle FCA which means they add up to equal 180, so angle FCA is 180 - 46 = 134.
Angle FCA = 134
Related Questions
what is the biggest slime bubble idk why but yeah and pls answer
Answers
Answer:
there is alot of them
Step-by-step explanation:
Can someone please tell me the answers for this question
(I'll dm you the screenshots on Twitter)
Answers
Triangle TAG is graphed as shown
Which of the following transformations will move triangleTAG so that point G is at the origin?
Answers
Answer:
The transformation is (x,y) to (x-2,y-6)
Step-by-step explanation:
First of all, we note the coordinates of the point G
The coordinates of the point G is (2,6)
To bring this to the origin, we are looking at bringing it to the point (0,0)
To do this, we subtract 2 from the x-value and 6 from the y value
So what we have is that;
(x-2) and (y-6)
(x-2, y-6)
What number should be included in the data set 9, 12, 8, 3, 11, 19, 23, 30, 21 if the range is 45?
a.46
b.-15
c.-3
d.39
Answers
Answer:
b:-15
Step-by-step explanation:
There are 9 num in the set sowe add all the num and the we divide the answer we got
Answer:
The answer is:
b) - 15
Hope it helps:D
if a>0>b, show that 4a^2 - 5ab + b^2 >0
Answers
I WILL GIVE BRAINLEST!!!!!!
Frank earned x dollars the first week of his new job. He earned 5% more the
second week than the first week. Which expression represents the total amount of
money Frank earned for both weeks?
A. 1.50x
B. 1.05x
C. 2.00x
D. 2.05x
PLSSS SHOW YOUR WORK PLSSSS
Answers
Frank earned x dollars the first week of his new job. He earned 5% more the
second week than the first week. Which expression represents the total amount of
money Frank earned for both weeks?
A. 1.50x
B. 1.05x
C. 2.00x
D. 2.05x
PLSSS SHOW YOUR WORK PLSSSS
Dear Garden Designer,
Shed
I've ordered this shed. It is 2 meters wide, 3.25 meters
long and 2.8 meterstal
I have moved into a house with a smal garden that needs a total redesign
Please design my garden for me. I have attached an accurate scale drawing of my
garden to this emai. I ve listed below some features I want in the garden. I will email
you later about some other things I also want.
To start, please could you draw these features accurately on the plan, showing where
you think they should go in the garden. Send me your plan with an explanation of your
thinking
Best wishes,
Decking for barbeques
I want some decking near the patio doors
It should be big enough to seat at least six people
Mandy
Circular pond
I would like a circular pond.
I'd like its area to be about 7 m.
Path and Borders
I would like some flower borders. These should not be
more than one motor wide as I find wider ones difficult
to look after.
I'd like a gravel path 1 meter wide to go from the shed
to the house and from the garden gate to the house
I will cover the rest with grass
Answers
Answer:
Step-by-step explanation:MATHEMATICAL GOALS
This lesson unit is intended to help assess how well students are able to interpret and use scale
drawings to plan a garden layout. This involves using proportional reasoning and metric units.
COMMON CORE STATE STANDARDS
This lesson relates to the following Standards for Mathematical Practices in the Common Core State
Standards for Mathematics, with a particular emphasis on Practices 1, 3, 4, 5, and 6:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.
This lesson gives students the opportunity to apply their knowledge of the following Standards for
Mathematical Content in the Common Core State Standards for Mathematics:
7.G: Draw, construct, and describe geometrical figures and describe the relationships between
them.
Solve real-life and mathematical problems involving angle measure, area, surface area,
and volume.
7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and
equations.
7.RP: Analyze proportional relationships and use them to solve real-world and mathematical
problems.
INTRODUCTION
This lesson unit is structured in the following way:
• Before the lesson, students work individually on a task designed to reveal their current levels of
understanding. You review their responses and create questions to help them improve their work.
• At the start of the lesson, students reflect on their individual responses, before producing a
collaborative improved solution to the task. Then, in the same small groups students analyze
sample responses. They then discuss as a whole-class the methods they have seen and used.
• In a follow-up lesson, students reflect on their work. If time allows, an extension task is available.
MATERIALS REQUIRED
• Each student will need a copy of Design a Garden and Garden Plan, some blank paper, a miniwhiteboard, pen, and eraser, and the How Did You Work? questionnaire. The Garden Plan should
be copied at exactly 100% scale so the measurements are accurate. If this is not possible,
photocopy the rules on S-3, one rule per student, which should then match the Garden Plan
measurements. It will be useful to have spare copies of the Garden Plan.
• Each small group of students will need a new copy of the Garden Plan, the Assistants’ Methods, a
glue stick, felt-tipped pen, and a sheet of poster paper. For the optional extension Mandy’s Second
Email will be needed. Provide short rules, meter rules, string, protractors, scissors, glue, card,
plain paper, graph paper, and colored pencils for students who choose to use them.
TIME NEEDED
20 minutes before the lesson, a 110-minute lesson (or two 60-minute lessons), and 10 minutes in a
follow-up lesson. Actual timings will depend on the needs of your students.
A savings account increases from $200 to $208. What is the percent increase of the
savings account?
Answers
Answer:
4%
Step-by-step explanation:
8/200 = 0.04
Maria had $100 at the beginning of summer vacation. She plans to mow lawns and charge $20 per lawn. Which graph could be used to determine the amount of money Maria will have after mowing 10 lawns if she saves all of her money?
Answers
Answer:
Line graph
Step-by-step explanation:
WHAT IS DIFFERENCE BETWEEN SQUARE AND RHOMBUS JUSTIFY YOUR ANSWER
Answers
Answer:A square and a rhombus both have sides equal in length. But square has all its angles equal to 90 degrees, but a rhombus only has its opposite angles equal.
Step-by-step explanation:
Answer:
A square has all its angles equal to 90 degrees a rhombus has no 90 degree angles
50 points please help me with this. Dont spam random things. If your smart answer this please
Answers
Answer:
top one
Step-by-step explanation:
Answer: It's B.
Step-by-step explanation: this is 1st grade math. good luck!
Order the numbers from least to greatest:
9/10 1/6 7/5
Answers
Answer:
1/6, 9/10, 7/5
Step-by-step explanation:
will give brainliest.
Which of the binomials below is a factor of this trinomial?
3x^2+16x+ 5
A- 3x-5
B. 3x-1
C. 3x+1
D. 3x+5
Answers
Answer:
option c
Step-by-step explanation:
The zeros of 3x+1
3x=-1
x=-⅓
plug in -⅓ into the trinomial. if it gives an answer of 0 then it's a factor
3(-⅓)²+16(-⅓)+5
=0
A garden is in the shape of a square with a perimeter of 36 36 feet. The garden is surrounded by two fences. One fence is around the perimeter of the garden, whereas the second fence is 3 3 feet from the first fence on the outside. If the material used to build the two fences is $ 1.32 $1.32 per foot, what was the total cost of the fences
Answers
Answer:
$110.88
Step-by-step explanation:
Let L be the length of the first fence surrounding the garden and P its perimeter.
For a square, P = 4L,
So, L = P/4
Since P = 36 feet,
L = P/4
= 36/4
= 9 feet
Let L' be the length of the second fence. Given that second fence is 3 feet away from the first fence, it follows that L' = L + 3
= 9 + 3
= 12 feet.
So, the perimeter of the second fence is P' = 4L'
= 4 × 12 feet
= 48 feet.
So, the total length of the two fences is P" = P + P'
= 36 feet + 48 feet
= 84 feet
Since the cost of the material to build the two fences is $1.32 per foot, the total cost of the fences is cost per foot × total length of fences = $1.32 × 84 = $110.88
Find the sale price of the item. Round to two decimal places if necessary. Original price: $245.89 Markdown: 70% The sale price is
PLEASE ANSWER DUE IN 20 min!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Answers
Answer:
$73.77
I'm not sure if I understood the question correctly
explain it in the comments
Step-by-step explanation:
If what I think the question is asking is correct, theres a 70% sale on the full price which is $245.89
70% of 245.89 is 172.123, so now you subtract the sale(172.123) from the original price(245.89)
245.89 - 172.123 = 73.767
If the question was asking a different thing explain it in the comments and I'll answer it for you
What is the value of x in the solution of the system x+y=3
y=-6x+3
Answers
Mr. Jacobs wants to save over $3,400 for a car. He has a savings account balance of $800 and will make equal weekly deposits for the next 25 weeks.
How much money should Mr. Jacobs deposit each week?
Answers
Answer:
64$
Step-by-step explanation:
plsss I need help..i will remark ur answer as a brilliant answer
Answers
Answer:
9.3. your ans. nabsbss
What is the value of the expression when a = -5 and c = -1?
Answers
Answer:
(8-5) + (16-1)=18
If the sum of the legs of a right triangle is 49cm and the hypotenuse is 41cm find the length of the two legs... without using guess or check.
Please show work
Answers
Answer:
I think 42
Step-by-step explanation:
Rewrite the equation to describe 4 as a function of 8:
4x + 8y = 512
Then interpret the slope and y-intercept.
Answers
Answer:
The steps below show how I transformed the equation in the question into standard form, where the slope and y-intercept is clearest. The slope is -1/2 and the y-intercept is 32.
[tex]4x + 8y = 512 \\ x + 2y = 64 \\ 2y = - x + 64 \\ y = - \frac{1}{2} x + 32[/tex]
how to find future value?
Answers
Step-by-step explanation:
FV=$1000×(1+0.1)5
try solving with this it might help you and if it did please make me brainliest plzzzzxx
Right answer gets brainlist
Answers
PLEASE HELP ME on #57 WITH ALL WORK SHOWN!!
Tmr is my exam pls help...
Answers
=========================================================
Explanation:
Recall that quadratic form is ax^2+bx+c.
So we need an x^2 term followed by an x term, then a constant at the end.
It may not look it, but the given equation is nearly in quadratic form.
Rewrite 9^(2x) as (9^x)^2
We get this equivalent equation (9^x)^2 - 2*(9^x) - 3 = 0
From here, let's make w = 9^x. Replace every copy of '9^x' with 'w' and we end up with this new simpler equation: w^2 - 2w - 3 = 0
From here we can use the quadratic formula or factor. I'll factor.
w^2 - 2w - 3 = 0
(w - 3)(w + 1) = 0
w-3 = 0 or w+1 = 0
w = 3 or w = -1
---------------------
Now we use these values of w to find x
If w = 3, then,
w = 9^x
3 = 9^x
log(3) = log(9^x)
log(3) = x*log(9)
x = log(3)/log(9)
x = log(3)/log(3^2)
x = log(3)/(2*log(3))
x = 1/2
At the last step, we have the log(3) terms cancel.
Repeat for w = -1
w = 9^x
-1 = 9^x
log(-1) = log(9^x)
We run into a problem. The log of any negative number is not a real number output. In other words, 9^x is never negative. Raising any positive number to a real number output leads the result to be positive. Take a look at the graph of y = 9^x to confirm this.
In short, w = -1 is extraneous so it doesn't lead to any x value solution.
So only w = 3 is useful.
Ultimately, the only solution is x = 1/2.
I will give brainliest
Answers
Answer: 16 quarts of blue paint
Step-by-step explanation:
i divided 3 by 24 to see how many quarts there was then took the answer which is 8 and multiplied it by 2.... i dont know if its right but i tried
yo im timed please help!! at the top it says "car A is traveling east at a steady speed of 45 mph. after 2 hours it is 100 miles east of Johnstown . car B is traveling east on the same road. its distance east of Johnstown is represented by the graph" il give 20 more points if you're correct
Answers
Answer:
it could be C or a
Step-by-step explanation:
more likey c be sorry if it's wrong
please answer this question
Answers
Answer:
16%
Step-by-step explanation:
Add all of the dots together, you get 4/25 (the household of 3/total) and multiply top and bottom by same number. the bottom should equal 100. 25*4=100, 4×4=16. 16/100=16%
Can someone please help
Answers
What number makes the sentence true?
15 – 7 = 3+1
Answers
Answer:
4
Step-by-step explanation:
Although you didn't give me any answers to go with your problem, I am assuming that since 15-7 is 8, and 3 + 1 = 4, the answer should be 4. Now regarding if it is times, it would be x2. Because for times 2 would be 8. Overall the answer should be 4.
hiiiiiii hiiiiiiiii ji
Answers
Answer:
hlo thanks for free points ❤️❤️