Use the diagram to find the indicated angle measures. Please do 1, 2, and 3. Please need ASAP!!!!!!!!!!!!!!! 30 POINTS

Answer:

Strategies that Frankie should consider:

1.) What he needs vs what he wants (does Frankie need new shoes?)

2.) Opportunity cost (savings Frankie would have to give up if he buys new shoes)

3.) Short-term and long-term goals (Does Frankie needs shoes now, or can he wait?)

Frankie should think about a number of options before purchasing a new pair of shoes. He should first consider whether he actually needs or wants these shoes. He should then think about opportunity cost. How else could he have used that money if he had not purchased the shoes? Could he have utilized his resources more effectively? He must also think about the issue of setting goals. He needs to decide if this is a task for the present or the future.

Also I dont understand how this is math

Answer:

[tex]38 \div5 \\ [/tex]

The expression can be written as x ≤ 3 + y ≤ 12 ≥ 6. which is an inequality.

A mathematical operator that expresses the inequal comparison between different numbers or different variables and numbers. There are various types of inequalities such as greater than >, less than <, greater than or equal ≥ and less than or equal ≤

Frank participates in exercise program at least 6 hours in each week.

He spends at most 12 hours on weight training

y denotes the time in hours that he spends on weight training.

Frank spends at most 3 hours doing cardiovascular works

x denotes the time in hours that he spends doing cardiovascular works

The expression that can represent the above statement.

can be written as

x ≤ 3 and y≤ 12

x ≤ 3 + y ≤ 12 ≥ 6

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'Substitution Property of Equality'  illustrates the statement "If AC = 14, then BD + AC = BD + 14" from the question.

What is property of equality?

The equality characteristics define the relationship between two equal quantities. If a mathematical operation is applied to one side of an equation, it must also be applied to the opposing side to keep the equation balanced.

The Substitution Property of Equality states that if we know that two expressions are equal, we can substitute one of them for the other in any equation.

In this statement, it is stated that "If AC = 14, then BD + AC = BD + 14." Here we substitute 14 for AC in BD + AC = BD + 14. Which means that if we know that AC = 14, we can substitute 14 for AC in any equation, and the equation will still be true.

Therefore, given statement illustrates the Substitution Property of Equality.

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Let n = the number

The solution set is {x | x > 10}. 2. 5 ≥ 7 + y.

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Answer:

d

Step-by-step explanation:

The constant of proportionality in a proportional relationship is the number that relates the two variables, x and y, in the equation y = kx.We can see that the relationship between x and y is in the form of y = kx. We can find the constant of proportionality (k) by dividing the y-value by the corresponding x-value.For example:

x = 2; y = 5/6

k = y/x = (5/6) / 2 = 5/12The constant of proportionality is 5/12 for the given proportional relationship,

y = kx where k = 5/12Note that it is important to understand that the relationship is a proportion because in this case, the k(constant) is the same for every point, if we calculate each (y/x) point it will be 5/12

Let C be the number of children who used the public swimming pool and A be the number of adults.

The total number of people at the pool is given by the equation: C + A = 660

The total cost of admission for all the people at the pool is given by the equation: 1.5C + 2.5A = 1279

Solving the system of equations using substitution, we get:

A = 289 and C = 371

There were 371 children and 289 adults at the public pool on the hot summer's day.

The volume of the solid is 104 cubic centimeters.

A cuboid is a solid in three dimensions with six rectangular faces, eight vertices, and twelve edges. Three dimensions, including length, breadth, and height, define a cuboid. A cuboid with integer edges is referred described as being perfect.

Given:

We have the cuboid.

And the height of the cuboid is 2 centimeters.

Length = 9 centimeters.

Width = 8 centimeters.
The volume of a cuboid is,

=  Length × Width × Height Cubic units.

= 9 x 8 x 2

= 144 cubic centimeters.

And we have missing part of the cuboid.

And the height of the missing cuboid is 2 centimeters.

Length = 9-4 = 5 centimeters.

Width = 8 - 4 = 4 centimeters.

The volume of the missing cuboid is,

=  Length × Width × Height Cubic units.

= 5 x 4 x 2

= 40 cubic centimeters.

So, the required volume,

= Total volume - missing volume

= 144 - 40

= 104 cubic centimeters.

Therefore, the required volume is 104 cubic centimeters.

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Given,

To Find : Amount the customer needs to pay for the discounted book

In order to convert Discount % to Discount we use the formula

[tex]D = \frac{25}{100} X36\\D = 9[/tex]

SP = 36 - 9

SP = $27

Answer:

95.25 or 95

Step-by-step explanation:

[tex]C=2\pi r[/tex]

C = 2 x [tex]\pi[/tex] x 15 = 94.24778in = 94.25 or 95

Hope I helped you my dear friend.

Answer:

Last option, 81.

Step-by-step explanation:

Evaluate, [tex]\frac{(-3)^{7}(-3)^{2} }{\ (-3)^{5} }[/tex]

[tex]\frac{(-3)^{7}(-3)^{2} }{\ (-3)^{5} }[/tex] => [tex]\frac{(-3)^{7+2} }{\ (-3)^{5} }[/tex] => [tex]\frac{(-3)^{9} }{\ (-3)^{5} }[/tex] => [tex](-3)^{9-5}[/tex] => [tex](-3)^{4}[/tex] => [tex](-3)(-3)(-3)(-3)[/tex] => [tex]81[/tex]

Answer:

no solutions

Step-by-step explanation:

you have to divide the whole first equation by 2 and you would get

2x+y=5

2x+y=-3

That is not true the same thing can’t have different outcomes.
it is no solution

The quotient is (6x + 1) and the remainder is (-7x + 1).

We know that if x = a is one of the roots of a given polynomial x - a = 0 is a factor of the given polynomial.

To confirm if x - a = 0 is a factor of a polynomial we replace f(x) with f(a) and if the remainder is zero then it is confirmed that x - a = 0 is a factor.

Given A cubic polynomial 24x³ - 14x² + 20x + 6 divided by 4x² - 3x + 5.

So, (24x³ - 14x² + 20x + 6)/(4x² - 3x + 5).

= (4x² - 3x + 5)(6x + 1) + (-7x + 1)/(4x² - 3x + 5) in rhe form N = DQ + R.

The same applies to the division of polynomials.

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Answer:

[tex]\frac{27}{8}[/tex]

Step-by-step explanation:

using the rules of  exponents/ radicals

• [tex](\frac{a}{b}) ^{-m}[/tex] = [tex](\frac{b}{a}) ^{m}[/tex]

• [tex]a^{\frac{m}{n} }[/tex] = [tex](\sqrt[n]{a}) ^{n}[/tex]

then

[tex](\frac{16}{81}) ^{-\frac{3}{4} }[/tex]

= [tex](\frac{81}{16}) ^{\frac{3}{4} }[/tex]

= [tex]\frac{(\sqrt[4]{81})^3 }{(\sqrt[4]{16})^3 }[/tex]

= [tex]\frac{3^3}{2^3}[/tex]

= [tex]\frac{27}{8}[/tex]

a) The degree of the polynomial is 5.

b) The second difference is -726        -126        -6        114         714

c) The difference when they are constant is 480.

What is a polynomial?

A polynomial is a mathematical equation that solely uses the operations addition, subtraction, multiplication, and non-negative integer exponentiation of variables. Variables are sometimes known as indeterminates in mathematics.

y values:      -999           -140          -7          0           1         116          945

1st difference        859           133          7           1          115         829

2nd difference               -726        -126        -6        114         714

3rd difference                           600      120      120       600

4th difference                                  -480      0         480

5th difference                                           480     480

The degree of a polynomial is the number of difference where it is constant.

The degree of the polynomial function is 5.

The constant is the 5th difference which is 480.

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Answer:

The expression "d-7 / 2" can be written in words as

Step-by-step explanation:

The expression "d-7 / 2" can be written in words as "the quotient of d minus 7, divided by 2".

This is the operation of subtracting 7 from d and then dividing the result by 2.

As a result, the first term of the answer to the given arithmetic mean problem is 14.

The Arithmetic Mean or Average of the Group is the product of the sum of all the numbers in a group and the amount of items in that list, divided by both. The Geometric progression is also same as this .This average of the numbers 5, 7, and 9 is, for instance, 4, as 5 + 7 + 9 is 21, and 21 split by 3 [there really are three numbers] equals 7.

Here,

In this case, t(n) = (a + ((n — 1) * d)),

The value of the nth term is t(n),

The first term of the AS is a.

The position of a value in the A.S. is represented by the positive whole integer n, and

The constant common difference among A.S. words is d.

In light of the question, we can say:

11 = (5 + ((4 — 1) * d)),

Take 5 away from both sides.

11 — 5 = (5 + ((4 — 1) * d)) — 5,

On the RHS, the fives cancel one another out.

6 = 3d,

d = 2.

In summary, the common distinction is: 2.

=> 20 = a + 3d

=> 20 - 6

=> a =14

As a result, the first term of the answer to the given arithmetic mean problem is 14.

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INTREST-300000

Step-by-step explanation:

36000000

The value of 113+256 is determined by the above fractional formulae. Is 369

An exact number that shows a percentage of a total is called a fraction. You may figure it out by dividing a sum by the quantity of parts. As an example, the number 12 represents one-half of a whole number or an object. Simple subtraction of the smaller numerator from the larger numerator will yield the solution to the problem. To solve, for instance, 6/8 - 2/8, just take 2 out of the answer. The answer, which can be abbreviated to "4/8," is 12, or 12.

Making a fraction simpler by reducing or simplifying it is our goal. In order to do this, we divide the denominator and numerator by the largest integer that can be divided into both integers precisely. That is to say,

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Answer: Set of integers

Integers are positive and negative whole numbers, with 0 included.

Answer: Set of Integers

Step-by-step explanation:

{...,-2,-1,0,1,2...}

since we can see that here is a zero as well as positive and negative numbers, therefore, we call this set, a set of integers.

hope that helps...

1. The degree form of 4π/9 is approximately 228.6°.

2. A positive coterminal angle to -123° that is between 500° and 750° is 677°. A negative coterminal angle to -123° that is between -300° and -500° is -243°.

3. The terminal side of 215° lies in the second quadrant.

4. The radius of the circle is approximately 15.7.

1. The degree form of 4π/9 is approximately 228.6°. To express an angle in degrees, we multiply its radian measure by 180°/π.

2. A positive coterminal angle to -123° that is between 500° and 750° is 677°. A negative coterminal angle to -123° that is between -300° and -500° is -243°. To find a coterminal angle, we can add or subtract 360° as many times as necessary to bring the angle into the desired range.

3.

In the standard position, an angle is measured counterclockwise from the positive x-axis. The positive x-axis corresponds to the 0° angle, the positive y-axis corresponds to the 90° angle, the negative x-axis corresponds to the 180° angle, and the negative y-axis corresponds to the 270° angle. Angles in the first quadrant are between 0° and 90°, angles in the second quadrant are between 90° and 180°, angles in the third quadrant are between 180° and 270°, and angles in the fourth quadrant are between 270° and 360°.

So, the terminal side of 215° lies in the second quadrant.

4.

We can set up the equation l = Cθ/2π and solve for r.

Substituting the given values, we have 56π = (2πr)(120°/180°), which simplifies to r = 56π/(2π) = 28.

Dividing this value by 2, we get the radius of the circle as approximately 15.7.

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The absolute value of m is equal to the positive distance between m and 0.

Value is an important concept in economics, finance, and accounting. It is the worth of a thing, such as a product, service, or currency. Value can be determined by the amount of goods or services it can exchange for, or the amount of money it can produce. Value is subjective, so it is up to the individual to decide what is valuable to them. Value is also a measure of the relative worth of a good or service, and it can have an effect on the price of a good or service. Value is an important concept to understand in economics, finance, and accounting.

The absolute value of m can be calculated by taking the distance between m and 0, regardless of whether m is negative or positive. For example, if m is -7, the absolute value of m is 7, since the distance between -7 and 0 is 7. If m is 3, then the absolute value of m is also 3, since the distance between 3 and 0 is also 3.

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The absolute value of m is equal to the positive distance between m and 0.

Value is an important concept in economics, finance, and accounting. It is the worth of a thing, such as a product, service, or currency. Value can be determined by the amount of goods or services it can exchange for, or the amount of money it can produce. Value is subjective, so it is up to the individual to decide what is valuable to them. Value is also a measure of the relative worth of a good or service, and it can have an effect on the price of a good or service. Value is an important concept to understand in economics, finance, and accounting.

The absolute value of m can be calculated by taking the distance between m and 0, regardless of whether m is negative or positive. For example, if m is -7, the absolute value of m is 7, since the distance between -7 and 0 is 7. If m is 3, then the absolute value of m is also 3, since the distance between 3 and 0 is also 3.

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The car travels at the speed of 68 miles per hour.

Billy made error on substitution process.

A proportional relationship is a relationship between two expressions and where changes in one expression means some constant change in the other expression as well. Generally, it is represented as x/y = k, where x and y are two expressions and k is constant.

Given:

The graph shows a proportional relationship between the distance traveled in miles and time in hours.

That means,

distance traveled in miles/ time in hours = k,

where k is a proportional constant.

Here, k is the speed.

The incorrect speed is,

1/68 miles per hour.

k = 1/68.

From the graph,

distance = 272 miles

And the corresponding time is 4 hours.

So, the speed,

= distance / time

The speed = 272 / 4

The speed = 68 miles per hour.

Billy made the error of not substituting the right values to the formula.

Therefore, the speed of the car is 68 miles per hour.

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The complete question is given in the attached image.

when a fraction has a small numerator and a bigger denominator, the percent would be a proper fraction.

A percentage is a number or ratio that can be expressed as a fraction of 100 in mathematics. If we need to calculate the percentage of a number, divide it by the whole and multiply by 100.

As a result, the percentage denotes a part per hundred. The term % refers to one hundred percent. The symbol “%” represents it.

Therefore, When a fraction has a small numerator and a large denominator, it is a proper fraction.

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Plug in values of x to find corresponding values of y.

For example, replace x with 0 to find that...

y = -5x-3

y = -5*0 - 3

y = 0 - 3

y = -3

We have x = 0 lead to y = -3.

Therefore, the point (0, -3) is on this line. This is the y intercept.

Now try something like x = 1

y = -5x-3

y = -5*1 - 3

y = -5 - 3

y = -8

It shows the point (1,-8) is also on the line.

The straight line goes through (0,-3) and (1,-8)

We can repeat this process infinitely many times since there are infinitely many numbers to pick for x.

See the graph below. I used GeoGebra to make it, but you can use something like Desmos or similar.

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]

Answer:

68 words

Step-by-step explanation:

If 34 words are typed in a minute what about two minutes hence take 34×2

Answer:

68

Step-by-step explanation:

A rate can be a quantity, or frequency, measured against a different quantity or amount.

If we know that Shaikha can type at a rate of 34 words per minute, and we need to figure out how many words she can type in 2 minutes, we can use an equation that looks like this:

Let m = minutes, w = words per minute and t = total words

m × w = t

Simply just insert your numbers into the equation.

2 × 34 = 68

Therefore, the number of words, or rate, that Shaikha types in 2 minutes is 68.