By the definition of a ▱, AD∥BC and AB∥DC. Using, AD as a transversal, ∠A and ∠ are same-side interior angles, so they are . Using side as a transversal, ∠B and ∠C are same-side interior angles, so they are supplementary. Using AB as a transversal, ∠A and ∠B are same-side interior angles, so they are supplementary. Therefore, ∠A is congruent to ∠C because they are supplements of the same angle. Similarly, ∠B is congruent to ∠.

Answer:

(1)1 hour 15 minutes

(2)4:07

(3) 30 minutes

(4) 8:35

Step-by-step explanation:

1.We are given that

Trey and Na'Asia played basketball from 10:30-11:45

We have to find the time  they play basketball.

11:45-10:30

11-10=1 hour

45-30=15 minutes

They played basketball for duration=1 hour 15 minutes

(2)

School left at 3:15

I got home 52 minutes later.

Then, I got home at =3:15+52 minutes

15 minutes+52 minutes=67 minutes

67 minutes=1 hour 7 minutes

Therefore, I got home at 4:07.

(3)

He begins making Macaroni and chees at 6:35

He finished at 7:05.

He cook his food for time =25+5=30 minutes

(4)

Mahkiya and  Madison went to Cheerleading at 7:15

It was over 1 hour and 20 minutes later .

Therefore, time=7:15+1 hour 20 minutes

=(7+1) : (15+20) minutes

=8:35

Hence, it was over at 8:35.

Answer:

f · g = 24x² - 52x + 24

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

Identify

f(x) = 4x - 6

g(x) = 6x - 4

Step 2: Find f · g

Answer:

Option C.

Step-by-step explanation:

Ok, first we know that:

Tan(0) = 0

While in the graph, we can see that:

f(0) = -2

Then our function will be something like:

f(x) = tan( k*x) - 2

We also can see that the graph has asymptotes at x = π/2 and at x = -π/2

While the normal tangent equation has the asymptotes at x = pi

So here we have that:

k*(pi/2) = pi

k = pi*(2/pi) = 2

k = 2

then the function is something like:

f(x) = tan(2*x) - 2

If we look at the options, we can see one that is:

tan( 2*(x + π)) - 2

we can rewrite this as:

tan(2*x + 2π) - 2

And remember that the period of a trigonometric function is 2π

This means that:

tan(a + 2π) = tan(a)

Then:

tan(2*x + 2π) - 2 =  tan(2*x) - 2

Which is the function that we found.

Then the correct option is C

Answer:

the should be one more piece of information..

Step-by-step explanation:

may be your answer is

55/x

Answer:

h = 19.6 ft

Step-by-step explanation:

Given that,

A 20 ft ladder 4ft from the base of the wall.

The height of the ladder, H = 20 ft

The base distance, b = 4 ft

We need to find the height of the reach. Let it is P.

Using Pythagoras theorem,

[tex]H^2=b^2+P^2\\\\P=\sqrt{H^2-b^2}\\\\P=\sqrt{20^2-4^2}\\\\=19.59\ ft[/tex]

or

P = 19.6 ft

So, the height is 19.6 ft.

Answer:

the answer is 45 dollars

Step-by-step explanation:

its because:

Answer:

25 dollors hope this helps

Step-by-step explanation:

Answer:

no

Step-by-step explanation:

no, only the selected were from that ages that doesnt mean they are ALL in that age range

Not all the members who are randomly selected, are between the ages of 50 and 65.

"Random Selection is a procedure of collecting a sample for a particular experiment in a truly random way."

30 members of a local gym were randomly selected to answer a survey.

The selected gym members were between the ages of 50 and 65.

Therefore, not all the members are between the ages of 50 and 65.

Only those 30 members who are selected randomly, fall in the age group of 50 and 65.

Learn more about random selection here: https://brainly.com/question/18800400

#SPJ3

Answer:

3 chickens will Mrs. Johnson put in the last shelter

Step-by-step explanation:

According to the question,

Given,Mrs. Johnson has 159 chickens that she puts in shelters at night to keep safe. She places 12 chickens in a shelter .

thus,If she put 12 chickens in each 13 shelters ( 12×13=156 chickens) adjusted in shelters .

Then, the remaining 159-156 = 3 chicken will Mrs. Johnson put in the last shelter .

Answer:

89/500

Step-by-step explanation:

Answer:

6in x 4in = 24in

and for the second one

6in x 2in= 12in

Answer:

the last graph

Step-by-step explanation:

Answer:

Putting an answer so you can give the other person brainly.

Step-by-step explanation:

Also is it really D) ???

Cause I thought it was A)

Answer:

Dimensions of 1st rectangle,

length = 39 cm, width = 21 cm.

Dimensions of the 2nd rectangle,

length = 78 cm, width = 7 cm.

Step-by-step explanation:

Let the dimensions of the 1st rectangle be,

Length = x, width = y

so the dimensions of the 2nd rectangle becomes,

Length = 2x, width = y/3

perimeter of the first rectangle,

2(x+y)=120 --------- (i)

perimeter of the 2nd rectangle,

2(2x+y/3)=170 ---------(ii)

if we solve equation (i) and (ii), we'll get,

x = 39

y = 21

for the other rectangle, 2x = 78, y/3 = 7.

Answered by GAUTHMATH

Answer:

so you have to use interior and exterior angles to solve

Answer:

The bearing of A from B is 122°

Answer:

1. 160 min

2. 84 min

3. 5:12 p.m.

4. 6:40 p.m.

5 a 4:44 p.m.

b 7:14 p.m.

Answer:

[tex] \blue{7.9} [/tex]

Step-by-step explanation:

[tex] \sqrt{6241} = 79 [/tex]

[tex] \sqrt{62.41} = [/tex]

[tex] = \sqrt{\dfrac{6241}{100} [/tex]

[tex] = \dfrac{79}{10}[/tex]

[tex] = \blue{7.9} [/tex]

Answer:

4 m

Step-by-step explanation:

Since the flower garden is square :

Both length and width are equal :

Let :

Original side length = x

Increased length = x + 3

Area of square = s² (s = side length)

New area = 49 m²

That is ;

(x + 3)² = 49

Original length, x can be calculated thus ;

Take square root of both sides

x + 3 = √49

x + 3 = 7

x = 7 - 3

x = 4

Hence, original length of each side = 4 m

Answer:

(x - 5)(x + 2)

Step-by-step explanation:

Answer:

1. acute

2. Right

3. maybe acute

4. obtuse

5. acute

6. obtuse

7. straight

8. obtuse

9. acute

10. obtuse

11. acute

12. acute

13. obtuse

14. obtuse

Answer:

La cantidad de estudiantes que se alimentan de manera saludable es 100 y la cantidad de estudiantes que se alimentan inadecuadamente es 292.

Step-by-step explanation:

Existen 392 estudiantes entre los que consumen alimentos saludables y los que no se alimentan de forma adecuada. Esto es:

Estudiantes que se alimentan adecuadamente + Estudiantes que no se alimentan adecuadamente= 392

El numero de estudiantes que se alimentan de forma inadecuada es el triple del número de estudiantes que consumen alimentos saludables menos 8. El triple de un número se calcula multiplicando el número por 3. Entonces, siendo x la cantidad de estudiantes que se alimentan adecuadamente, la cantidad de estudiantes que no se alimentan adecuadamente se puede calcular como: 3*x - 8

Por lo que:

x + 3*x - 8= 392

Resolviendo:

x + 3*x= 392 + 8

4*x= 400

x= 400÷4

x= 100

Entonces: 3*x - 8= 3*100 -8= 300 - 8= 292

La cantidad de estudiantes que se alimentan de manera saludable es 100 y la cantidad de estudiantes que se alimentan inadecuadamente es 292.

Answer:

44.8 cm

Step-by-step explanation:

Vertical height (h) = EM = 20 cm

Slant height (l) = 30 cm

This two heights form a right angle at the interception at the base. Thus, we have a right angle triangle.

The length of the sides of the base = 2 × the base of the right triangle

✔️Use Pythagorean theorem to find the base of the right triangle formed. Thus: c² = a² + b²

a = base of the triangle

b = h = 20 cm

c = l = 30 cm

Plug in the values

30² = a² + 20²

a² = 30² - 20²

a² = 500

a = √500

a = 22.4 cm

✔️length of the sides of the base = 2 × the base of the right triangle

= 2 × a

= 2 × 22.4

= 44.8 cm

Answer:

a=30 b=60 c=90

Step-by-step explanation:

you replace b with 2a and c with 3a and you get

a+2a+3a=180

6a=180

a=30

from here you replace a with 30 and find b and c

b=2a=2*30=60

c=3a=3*30=90

Answer:

3 hours :)

Step-by-step explanation:

5 km x 3 = 15km

also i hope you can catch up on ur work :)

Answer:

x = 7

Step-by-step explanation:

23 - 2 = 21

21 / 3 = 7

x = 7

Answer:

x = 7

Step-by-step explanation:

3x + 2 = 23

3x = 23 - 2

3x = 21

x = 21/3

x = 7

I hope you understand...

This is Right answer...

commas and capital letters

Answer:

x = -28

Step-by-step explanation:

−1/4x=7

Multiply each side by -4 to isolate the variable

-4 *  −1/4x= -4*7

−1/4x=7

[tex]\implies {\blue {\boxed {\boxed {\purple {\sf {A. \:11}}}}}}[/tex]

[tex]\sf \bf {\boxed {\mathbb {STEP-BY-STEP\:\:EXPLANATION:}}}[/tex]

[tex]2 \: ( \: x + 1 \: ) - 3[/tex]

Plugging in the value "[tex]x\:=\:6[/tex]" in the above expression, we have

[tex] = 2 \: ( \: 6 + 1 \: ) - 3[/tex]

[tex] = 2 \: ( \: 7 \: ) - 3[/tex]

[tex] = 14 - 3[/tex]

[tex] = 11[/tex]

[tex]\sf\red{PEMDAS\: rule.}[/tex]

P = Parentheses

E = Exponents

M = Multiplication

D = Division

A = Addition

S = Subtraction

[tex]\large\mathfrak{{\pmb{\underline{\orange{Mystique35 }}{\orange{❦}}}}}[/tex]

Draw an equilateral triangle with side lengths 5 inches each. Each interior angle is 60 degrees (this is true of any equilateral triangle).

Now draw an equilateral triangle of 10 inches each. The angles will be the same as before. We can see that the triangles are not congruent. Congruent triangles must have the same side lengths, but clearly the second one is larger than the first.

This is an example of why knowing solely the congruency of the angles is not enough to prove the triangles congruent or not. We would need to know something about the sides (whether they are congruent or not) to be able to determine overall triangle congruency.

Answer:

Because even though the angles may be the same, the lengths can be different. In an isosceles triangles, this may be the case.

Step-by-step explanation: