This triangle has one side that lies on an extended line segment.

Based on this triangle, what statement about x is true?


x = 27 because 180−109−44=27

x = 65 because 109−44=65 and 44 + 65 = 109

x = 71 because 180−109=71

x = 153 because 109 + 44 = 153 and 153−44=109

Answer:

The acceleration is 466.7m/s^2

Step-by-step explanation:

Given

[tex]u = 0m/s[/tex] -- Initial Velocity

It is 0 because the plane starts from a standstill

[tex]v = 350mi/h[/tex] -- final velocity

[tex]t = 45s[/tex] -- time

Required

Determine the acceleration

This is calculated using Newton's first equation of motion

[tex]v = u + at[/tex]

Convert time to hour

[tex]t = 45s[/tex]

[tex]t = \frac{45}{60}hr[/tex]

[tex]t = 0.75hr[/tex]

Substitute values for v, u and t

[tex]350 = 0 + a*0.75[/tex]

[tex]350 = 0.75a[/tex]

Divide both sides  by 0.75

[tex]\frac{350}{0.75} = a[/tex]

[tex]466.67 = a[/tex]

[tex]a=466.67m/s^2[/tex]

Hence, the acceleration is 466.7m/s^2

===========================================================

Explanation:

Let r be the radius we want to find

The area of the full circle is A = pi*r^2

The unshaded portion is 60 degrees, so the unshaded portion must be 360-60 = 300 degrees.

The full area was pi*r^2, but we only want 300/360 of that full area.

So,

s = shaded area

s = (300/360)*(full circle area)

s = (300/360)*(pi*r^2)

s = 30pi

(300/360)*(pi*r^2) = 30pi

(300/360)*r^2 = 30

(5/6)*r^2 = 30

5r^2 = 30*6

5r^2 = 180

r^2 = 36

r = sqrt(36)

r = 6

The radius is 6 inches.

Step-by-step explanation:

in equation 1

y=4x+12

so now

eqs 2

2y=4+3x

then

-y=x+8

y= -x-8

so

-x-8=4x+12

-20=5x

-4=x

so

y= 4-8

y=-4

Answer:

first is 20 second is 40 third is 60 and last is 80

Step-by-step explanation:

Answer:

1.2

Step-by-step explanation:

Answer: 83/20

Step-by-step explanation:

Take a mixed number (whole number with a fraction) and turn it into an improper fraction (numerator is more than the denominator)

To do this, multiply the denominator (20) by the whole number (4) and add the numerator (3) to it. 20x4+3= 83. This is your new numerator. Now just simply write this over the original denominator of 20. = 83/20

Answer:

42/2    (the second choice down)

Step-by-step explanation:

Answer:

Step-by-step explanation:

(1, 72) (2, 73)

(73 - 72)/(2 - 1)= 1/1= 1

y - 72 = x - 1

y = x + 71

Answer:

Square

Step-by-step explanation:

square - (geometry) a plane rectangle with four equal sides and four right angles

Answer:

3,715.886

Step-by-step explanation:

8300 * 0.9 3 times to get the 10% then that * 0.85 3 times to get the 15%

Answer:

80 meters squared

Step-by-step explanation:

Answer:

A line perpendicular to another has a slope that is the negative reciprocal of the slope of the other line. The negative reciprocal of the original line is –2, and is thus the slope of its perpendicular line.

Step-by-step explanation:

Answer:

The slope is -4

Answer:

your answer is C

Step-by-step explanation:

Answer:

D. x>8

Step-by-step explanation:

Answer:

x>-2

Step-by-step explanation:

when dividing by a negative number, the inequality sign flips.

Answer:

x > -2

Step-by-step explanation:

-4x< 8   (divide both sides by -4)

-x < 8/4

-x < 2    (divide or multiply both sides by -1, remember to flip the inequality when multiplying or dividing by -1)

x > 2 (-1)

x > -2

Answer:

[tex] \triangle FDE \cong \triangle RTS[/tex]

Step-by-step explanation:

[tex] In \:\triangle FDE \:\&\:\triangle RTS[/tex]

[tex] FD \cong RT... (given) [/tex]

[tex] \angle FDE \cong \angle RTS... (given)[/tex]

[tex] DE \cong TS... (given) [/tex]

[tex] \therefore \triangle FDE \cong \triangle RTS\\(by\: SAS\: postulate)[/tex]

Answer:

-19 -21

Step-by-step explanation:

ez

Answer:

OPTION D

Explanation:

For zeros of the function (y is the function, a function of x) we need y = 0 so that in turn means we need - 9x - 1 = 0 or - 9x = 1 (i.e. add 1 to both sides); now divide by - 9, and x = 1/-9 which is exactly the same as - 1/9 or - (1/9) and this is the only zero of the function.

or

If y = -9x - 1,

When y = 0

0 = -9x - 1

0 + 1 = -9x - 1 + 1

1 = -9x

1/9 = -9x/9

1/9 = -x

1/[9 X (-1)] = -x/-1

- (1/9) = x

When x = 0

y = (-9 X 0) - 1

y = 0 - 1

y = - 1

Step-by-step explanation:

2n+1+2n+3+2n+5+2n+7

8n+16=40

8n=40-16

8n=24

n=3

Answer:

This is a complete lesson with instruction & exercises for 5th grade about multiplying decimals by decimals. The interpretation for multiplying a decimal by a decimal is to think of it as taking a fractional part of a decimal number (the symbol × translates to "of"). The lesson compares multiplication by a decimal to scaling & shrinking a stick. Lastly, it shows the common shortcut to decimal multiplication (multiply as if there were no decimal points; the answer has as many decimals as the factors have in total.)

In the video below, I explain the rule for multiplying decimals (put as many decimal digits in the answer as there are in the factors.) I explain where this rule comes from, using fraction multiplication. The lesson continues below the video.

Answer: true

Step-by-step explanation:

Answer:

yes, obtuse angles have only one obtuse angle.

hence, it's true.

Step-by-step explanation:

A triangle can't have more than one obtuse angle , because if there are more than one obtuse angle the sum of measures of all interior angles will exceed 180°, which isn't possible.

Answer:

A: 3/5 + 2/5 = 5/5

A: 3/5 + 1/5 = 4/5

B: 3/5 - 2/5 = 1/5

B: 3/5 - 1/5 = 2/5

C: 3/5 x 2/5 = 6/25

C: 3/5 x 1/5 = 3/25

C: 2/5 x 1/5 = 2/25

D: 1/2 + 1/4 = 3/4

D: 4/5 + 4/10 = 6/5

E: 4/6 ÷ 2/6 = 2

E: 1/6 ÷ 1/6 = 1

Step-by-step explanation:

Answer:

true

Step-by-step explanation:

Answer:

the (x, y) pair solution to the system is: (-2, -4)

That is x = -2 and y = -4

Step-by-step explanation:

I presume there is a variable y missing in the first equation, and in fact the system looks like:

(1/2) x + (3/2) y = - 7

- 3 x + 2 y = -2

In such case, we proceed to multiply both sides of tye first equation by 6

6 (1/2) x + 6 (3/2) y = - 42

3 x + 9 y = - 42  and we add term by term this equation to the second one, so as to cancel out the term in x:

3 x + 9 y = - 42

- 3 x + 2 y = -2

_____________

11 y = - 44

divide both sides by 11 to isolate y

y = -44 / 11 = -4

Then with the value y = -4, now we replace it in the second equation to solve for x:

- 3 x + 2 y = - 2

- 3 x + 2 (- 4) = -2

- 3 x - 8 = - 2

add 8 to both sides

- 3 x = 6

divide both sides by (-3) to isolate x

x = 6 / (-3) = - 2

Therefore the (x, y) pair solution to the system is: (-2, -4)

That is x = -2 and y = -4

Answer:

98º

Step-by-step explanation:

Answer:

30

Step-by-step explanation:

multiply 5 x 3 and you get 15 then multiply the roots and you also get 2 so then you have to multiply 5 and 2 to get 30.

The solution is : the simplification of 5√2 × 3 √2 is:  30.

Here, we have,

given that,

5√2 × 3 √2

now, we need to simplify this, i.e. we have to multiply this.

so, we get,

multiply 5 x 3 and we get 15

then multiply the roots and we also get 2

i.e. √2 ×√2 = 2

so then you have to multiply 15 and 2 to get 30.

i.e. 15 * 2 = 30

so, we have,

5√2 × 3 √2

= 5 × 3 × √2 ×√2

=15 × 2

=30

Hence, The solution is: the simplification of 5√2 × 3 √2 is:  30.

To learn more on simplification click:

brainly.com/question/28996879

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