Which angle measure is greater?

h=3 cause 3x30=90 ig loo

Answer: 27

Step-by-step explanation:

12x4=48

then 3+3+3=9

then add 12 because of the 1

then 48-21=27

Answer:

Step-by-step explanation: answer 27

27

12x4=48

then 3+3+3=9 because its 3/4

then you add 12 because of the 1

then 48-21=27

Answer:

+12+8＝+20

Step-by-step explanation:

Hope it helps you!

Answer:

[tex]{\huge\red{\fbox{{࿐αɴѕωєя࿐}}}}[/tex]

[tex]( + 12) - ( - 8) \\ = 12 + 8 \\ = + 20[/tex]

[tex]{\boxed{\boxed{\tt { Note :-}}}} \ [/tex]

[tex] - + - = + [/tex]

Answer:

more than 2 triangles

Step-by-step explanation:

well, all triangles have angles add up to 180 degrees, so it is an infinite amount

Answer:

is the number 2?

Step-by-step explanation:

Answer:

The number could be  

1 1/2 or -2

explanation:

From the data, taking the number to be  x, we write:

2x^2 + x =6

Subtract 6 from both sides.

2x^2 + x - 6 = 0

Factorise.

2x^2 + 4x - 3x - 6 = 0

2x(x + 2) - 3(x + 2) = 0

(2x - 3)(x + 2) = 0

2x - 3 = 0 or x +2 = -2

x = 3/2 = 1 1/2 or x = -2

Answer:

0.1711 = 17.11% probability that the class size will be at least 720 students

Step-by-step explanation:

Normal Probability Distribution:

Problems of normal distributions can be solved using the z-score formula.

In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the z-score of a measure X is given by:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.

In this question:

Our random variable X is the number of students not taking admission, which has mean [tex]\mu = 50[/tex] and standard deviation [tex]\sigma = 21[/tex]

a. Suppose 750 students are admitted. What is the probability that the class size will be at least 720 students?

30 or less students do not take admission, which means that this is the pvalue of Z when X = 30.

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

[tex]Z = \frac{30 - 50}{21}[/tex]

[tex]Z = -0.95[/tex]

[tex]Z = -0.95[/tex] has a pvalue of -0.1711

0.1711 = 17.11% probability that the class size will be at least 720 students

Answer:

m=Y2–Y1/X2–X1

[tex]m = \frac{ - 9 - (6)}{1 - ( - 4)} \\ m = \frac{ - 15}{5} = - 3 \\ y = mx + b \\ y = - 3x + b[/tex]

Answer: y = -5x - 14

Step-by-step explanation:

first find the difference between the x variables x1 = 1 and x2=-4 to find the slope(m)

-4 - 1 = -5

next find the difference between the y variables to find b

-9 - 6 = -14

Answer:

-8

Step-by-step explanation:

The steps are in the photo I attatched

Answer:

6 inches

Step-by-step explanation:

Plug the known values into the equation for volume ([tex]V=lwh[/tex]) and solve for width.

Answer:

The numerical answer you want is 6

Step-by-step explanation:

V = L * W * H

H = 12

L  = 2

V = 144

w = ?

Solution

144  = 2 * 12 * w

144 = 24 * w

w = 144/12

w = 6

Answer:

what is the question ?

Step-by-step explanation:

Answer:

[tex]area = d _{1} × d _{2} \\ d = 14 × 22 \\ = 308 \: m²[/tex]

Answer:

Step-by-step explanation:

y=1/2x+1

y=mx+b where m=slope and b=y-intercept

in this case, m=1/2, b=1

y-intercept: (0, 1)

---------------------------------

y=-x+4

y=mx+b where m=slope and b=y-intercept

in this case, m=-1, b=4

y-intercept: (0, 4)

------------------------------------

1/2x+1=-x+4

1/2x-(-x)+1=4

1/2x+x=4-1

1/2x+2/2x=3

3/2x=3

x=3/(3/2)

x=(3/1)(2/3)

x=6/3

x=2

substitute x=2, into y=1/2x+1

y=1/2(2)+1=1+1=2

x=2, y=2.

The lines intersect at point (2, 2).

answer:

Y=1/2x+1   M=1/2 and B=1  Y internsept is 1

Y=-x+4   M=-1 and B=4   Y-internsept is 4

Lines will internsept at (2,2)

Answer:

In the figure below, the areas of rectangles A, B, and C are 12, 24, and 40, respectively. Find the area of rectangle D.

Step-by-step explanation:

here is the picture:

9514 1404 393

Answer:

  1080 in³

Step-by-step explanation:

The volume of a rectangular prism is given by the formula ...

  V = LWH

Fill in the given numbers and do the arithmetic.

  V = (10 in)(24 in)(4.5 in) = 1080 in³

Answer: 116

Step-by-step explanation:

Answer:

x=12

Step-by-step explanation:

The side lengths on the big polygon are just the side lengths of the small one by 4.

Answer:

(a) See attachment for tree diagram

(b) 24 possible outcomes

Step-by-step explanation:

Given

[tex]Urn\ 1 = \{B_1, R_1, R_2, R_3\}[/tex]

[tex]Urn\ 2 = \{R_4, R_5, B_2, B_3\}[/tex]

Solving (a): A possibility tree

If urn 1 is selected, the following selection exists:

[tex]B_1 \to [R_1, R_2, R_3]; R_1 \to [B_1, R_2, R_3]; R_2 \to [B_1, R_1, R_3]; R_3 \to [B_1, R_1, R_2][/tex]

If urn 2 is selected, the following selection exists:

[tex]B_2 \to [B_3, R_4, R_5]; B_3 \to [B_2, R_4, R_5]; R_4 \to [B_2, B_3, R_5]; R_5 \to [B_2, B_3, R_4][/tex]

See attachment for possibility tree

Solving (b): The total number of outcome

For urn 1

There are 4 balls in urn 1

[tex]n = \{B_1,R_1,R_2,R_3\}[/tex]

Each of the balls has 3 subsets. i.e.

[tex]B_1 \to [R_1, R_2, R_3]; R_1 \to [B_1, R_2, R_3]; R_2 \to [B_1, R_1, R_3]; R_3 \to [B_1, R_1, R_2][/tex]

So, the selection is:

[tex]Urn\ 1 = 4 * 3[/tex]

[tex]Urn\ 1 = 12[/tex]

For urn 2

There are 4 balls in urn 2

[tex]n = \{B_2,B_3,R_4,R_5\}[/tex]

Each of the balls has 3 subsets. i.e.

[tex]B_2 \to [B_3, R_4, R_5]; B_3 \to [B_2, R_4, R_5]; R_4 \to [B_2, B_3, R_5]; R_5 \to [B_2, B_3, R_4][/tex]

So, the selection is:

[tex]Urn\ 2 = 4 * 3[/tex]

[tex]Urn\ 2 = 12[/tex]

Total number of outcomes is:

[tex]Total = Urn\ 1 + Urn\ 2[/tex]

[tex]Total = 12 + 12[/tex]

[tex]Total = 24[/tex]

Problem 7

-----------------------

Explanation:

Let's say we only worried about the colors and the sizes. We have 3 colors and 4 sizes, giving 3*4 = 12 different combos. Think of a table that's 3 rows and 4 columns. We'd have 12 inner cells. Each cell represents a different combo.

This idea extends out to not just two factors, but we can have as many as we want. In short, we simply multiply the values given to us: 3*4*5 = 12*5 = 60 different t-shirts. Your math textbook or your teacher may refer to this method as the counting principle, though they may use another term.

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

Problem 8

-----------------------

Explanation:

We use the same idea as problem 7.

4*7*8 = 28*8 = 224 different coats

As an alternative, you can draw out a tree diagram. However, these types of drawings can get very cluttered.

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

Problem 9

-----------------------

Explanation:

We'll use the same idea as before.

We have 10 choices for the first slot (0 through 9)

Once the first digit is selected, then we have 10-1 = 9 choices left for slot two

Then slot three has 9-1 = 8 choices, and so on.

We have this countdown: 10, 9, 8, 7

The countdown stops once we filled out the four slots. Multiply these values to get the final answer: 10*9*8*7 = 5040. The multiplication step is where we refer to the ideas mentioned in problems 7 and 8 earlier.

Keep in mind that this allows for 0 to be in the first slot. So a number like "0179" is one possibility here. If 0 is not allowed for the first digit, then you'll compute the answer like so:

9*9*8*7 = 4536

This is because we have 9 choices for the first digit, then 9 for the next, and so on. I would ask your teacher for clarification on this one.

Answer:

[tex]\dfrac{6}{10}ab[/tex]

Step-by-step explanation:

Given that,

The first number is [tex]\dfrac{-3a}{7}[/tex]

The second number is [tex]\dfrac{-21b}{15}[/tex]

We need to find the product of the first number and second number. Product means we need to multiply i.e.

[tex]\dfrac{-3a}{7}\times \dfrac{-21b}{15}=0.6ab\\\\=\dfrac{6}{10}ab[/tex]

Hence, the product of the given numbers is equal to [tex]\dfrac{6}{10}ab[/tex].

Answer: Inequality Form: y<-10 or Interval Notation: (-∞,-10)

Answer:

y<-10

Step-by-step explanation:

to remove the fraction then set to 0 and solve

Answer:

10.3

Step-by-step explanation:

Answer:

10.4 in.

Step-by-step explanation:

To find the radius of a circle from the circumference, divide the circumference by pi, then, divide the quotient by 2.

65 is the circumference of Joe's bicycle.

65 ÷ 3.14 = 20.7006369427

20.7006369427 ÷ 2 = 10.3503184714

10.3503184714 ≈ 10.4

Therefore, 10.4 is the radius of the wheel rounded to the nearest tenth.

Step-by-step explanation:

See the photo for the method

Answer:

11

Step-by-step explanation:

2r - 7 = 15

2r = 15 + 7

2r = 22

r = 22 / 2

r = 11

Answer:

10[tex]\sqrt{3}[/tex]

Step-by-step explanation:

Answer:

x=72

y=54

Step-by-step explanation:

1st question. y=54 because it is a bisector of the 108 degree angles. (a polygon's interior angles add to number of sides minus 2 times 180)

There are two ys, so they add up to 108. A triangle's interior angles add to 180. 180-108 =72 x=72

2nd question, x is 72 ( it says x is the same measure) so 180-72=2y.

y still equals 54

Answer:

this is so easy

Step-by-step explanation:

3000* (15) (300) divided by 20 x 60 100ft  divided by 40

Answer:

48.49 feet

Step-by-step explanation:

The diagrammatic sketch of the information provided in the question was attached in the image below.

From the image below, the distance between the two kites is denoted by (c) and can be determined by using the cosine angle rule which is expressed as:

[tex]c^2 = a^2 + b^2 -2ab cos \ C[/tex]

where;

a = 110

b = 104

Cos C = 26°

Then;

[tex]c^2 = 110^2 + 104^2 -2(110)(104) cos \ 26 \\ \\ c^2 = 12100 + 10816- 22880 ( 0.8988) \\ \\ c^2 = 22916- 20564.544 \\ \\ c^2 = 2351.456 \\ \\ c= \sqrt{2351.456} \\ \\ \mathbf{ c = 48.49 \ feet}[/tex]

Answer:

A) 32

Step-by-step explanation:

f(3)=1/2(4)^(3)

Answer:

16

Step-by-step explanation:

From Point A use -8 subtracted by Point C 8 and get

16. It is positive because the length of side can't be negative.