Answers
We have to find the measure of angle AOB, being O the center of the circle.
The angles at the centre of a circle, like AOB, are twice the angle at the circumference of the circle of the same arc, like ACB.
Then, we can write:
\(m\angle AOB=2\cdot m\angle ACB=2\cdot25\degree=50\degree\)Answer: The measure of AOB is 50°.
Related Questions
explain why the statement x < 3 or > 5 cannot be written 5 < x < 3
Answers
Answer:
This formula has no values, it is a false inequality. X can not be greater than 5, and less than 3.
Step-by-step explanation:
x < 3 or x > 5
This means, x is less than 3, but greater than 5.
Technically, you would write this as 5 < x < 3, however, this is a false inequality, and does not work.
Find the distance between the points ( 19,-5) and ( 11, 10).
Answers
Answer:
Let the given two points be A & B. Let A ( 19 , - 5 ) be ( x₁ , y₁ ) & B ( 11 , 10 ) be ( x₂ , y₂ ) Remember : The formula to find out the distance between any two points is \( \tt{ \sqrt{( x_{2} -x _{1}) ^{2} + (y _{2} - y_{1}) ^{2} }} \) .\( \large{ \tt{✺ \: SOLUTION}} : \)
\( \large{ \boxed{ \tt{AB = \sqrt{(x_{2} - x_{1} ) ^{2} + (y_{2} - y_{1}) ^{2} } }}}\)
\( \large{ \tt{⟶ \sqrt{(11 - 19)^{2} + (10 - ( - 5) ^{2} } }}\)
\( \large{ \tt{⟶ \sqrt{ {8}^{2} + {15}^{2} } }}\)
\( \large{ \tt{⟶ \: \sqrt{64 + 225} }}\)
\( \large{ \tt{⟶ \sqrt{289}}} \)
\( \boxed{ \large{ \tt{⟶ \: 17 \: \text{units}}}}\)
And we're done! Let me know if you have any questions regarding my answer :)▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁
On average, Nathaniel drinks
4/5 of a 10-ounce glass of water in
2 2/5
hours. How many glasses of water does he drink in one hour? Enter your answer as a whole number, proper fraction, or mixed number in simplest form.
Answers
Nathaniel drinks 3 glasses of water in one hour.
To find out how many glasses of water Nathaniel drinks in one hour, we need to calculate his drinking rate per hour.
In 2 2/5 hours, Nathaniel drinks 4/5 of a 10-ounce glass of water.
Let's convert the mixed number of hours to an improper fraction:
\(2\frac{2}{5} = \frac{(5 \times2 + 2)}{5}\)
\(=\frac{12}{5}\)
Now, we can set up a proportion to find his drinking rate per hour.
We know that \(\frac{12}{5}\) hours corresponds to \(\frac{4}{5}\) of a glass of water.
Let's assign "x" as the number of glasses he drinks in one hour.
The proportion is then
\(\frac{(\frac{12}{5} hours) }{(x glasses) } =\frac{(\frac{4}{5} glass)}{(1 hour)}\)
Cross-multiplying gives us
\((\frac{12}{5} )\times1=\frac{4}{5}\times(x)\)
Simplifying, we get
\(\frac{12}{5} =\frac{4}{5}\times x\)
Dividing both sides by \(\frac{4}{5}\), we find x:
\(x=\frac{(\frac{12}{5} )}{\frac{4}{5} }\)
\(x=\frac{12}{4}\)
\(x = 3.\)
Therefore, Nathaniel drinks 3 glasses of water in one hour.
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Between which two integers is 18−−√?
A. between 4 and 5
B. between 3 and 4
C. between 2 and 3
D. between 5 and 6
Answers
Answer:
A. between 4 and 5Step-by-step explanation:
Since,
\( \sqrt{18} = 4.242.....\)
So as,
4.242........ lies between 4 and 5
Therefore,
\( \sqrt{18} \)
Lies between 4 and 5 (option A)
Which table represents a linear function
Answers
Answer:
First table
Step-by-step explanation:
As the CAPS document outlines, the Content Specification and Content Clarification for Patterns, Functions, and Algebra shows sequenced mathematics content topics and a content area spread. In the Intermediate Phase, select one topic and report on the topic sequence and content area spread. Your report should demonstrate mathematics concepts and procedures’ hierarchical and logical progression.
Answers
Answer:
Step-by-step explanation:
In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."
The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:
Introduction to Variables and Expressions:
Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.
Solving One-Step Equations:
Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.
Solving Two-Step Equations:
Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.
Writing and Graphing Linear Equations:
Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.
Systems of Linear Equations:
Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.
Word Problems and Applications:
Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.
The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.
By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.
Find the value of x for the following
Answers
Answer:
x = 13
Step-by-step explanation:
2(x + 18) and (3x + 79) are a linear pair and sum to 180° , that is
2(x + 18) + 3x + 79 = 180
2x + 36 + 3x + 79 = 180
5x + 115 = 180 ( subtract 115 from both sides )
5x = 65 ( divide both sides by 5 )
x = 13
Answer:
x = 13
Step-by-step explanation:
Given angles are,
→ 3x + 79°
→ 2(x + 18)° = 2x + 36°
Now we have to,
→ Find the required value of x.
We know that,
→ Sum of all angles in a line is 180°.
Forming the equation,
→ (3x + 79°) + (2x + 36°) = 180°
Then the value of x will be,
→ (3x + 79°) + (2x + 36°) = 180°
→ 3x + 79° + 2x + 36° = 180°
→ (3x + 2x) + (79 + 36)° = 180°
→ 5x + 115° = 180°
→ 5x = 180° - 115°
→ 5x = 65
→ x = 65/5
→ [ x = 13 ]
Hence, the value of x is 13.
Classify each number as rational or irrational and explain.
Error Occurred.. ⎯⎯⎯⎯√square root of 25 ⎯.⎯⎯ ⎯⎯√square root of 2 7,548,123
Answers
Step-by-step explanation:
√25 is 5 Rational Number.√27 is Irrational number.√548 is Irrational number.√123 is Irrational number.Here are a few pairs of positive numbers whose sum is 34. (3 pts)
a. Find the product of each pair of numbers.
First
Number
1
4
8
14
Second
Number
33
30
26
20
b. Which pair of numbers that have a sum of 34 will produce the largest possible
product? What is that product?
Answers
Answer: 280
Step-by-step explanation:
The products of each pair of numbers are:
1 x 33 = 33
4 x 30 = 120
8 x 26 = 208
14 x 20 = 280
b. To find the pair of numbers that will produce the largest possible product, we need to look for the pair with the closest product to 340 (the square of 17, which is the average of the two numbers).
The pair of numbers with the closest product to 340 is 14 and 20, whose product is 280. Therefore, the pair of numbers that will produce the largest possible product is 14 and 20, and the product is 280.
Find the height of the tree if the tree's shadow is 13 feet and the stick person's height is 5.2 feet, and the stick person's shadow is 4 feet.?
Answers
Answer: 16.9 feet.
Step-by-step explanation:
The person's shadow is 1.3 times its shadow, which was found by dividing 5.2 by 4. Once we have the proportion, we can multiply the tree's shadow by 1.3 and get 16.9 feet.
Dante drove 594 miles in 9 hours. If he traveled at a steady speed, how far did he drive per hour?
Answers
Explanation: If Dante were to drive 594 miles at a steady speed in 9 hours we need to divide to find how many miles Dante drives in one hour. 594 / 9 = 66. Dante drove 66 miles per hour
What is the solution set of the equation X squared + 3x-4=6?
Answers
Answer:
x = 2 or x = -5
Step-by-step explanation:
x² + 3x - 4 = 6
x² + 3x -4 - 6 = 0
x² + 3x - 10 = 0 (Here you find two numbers that have a sum of 3 and a product of -10. These two numbers would be 5 and -2. 5 - 2=3 and 5×-2 =-10.)
x² + 5x - 2x -10 = 0 (They you replace 3x by 5x and -2x)
(x² + 5x) (-2x -10) =0 - (You find common terms)
x(x + 5) -2(x + 5) = 0
(x - 2) (x + 5) = 0
So
x - 2 = 0 or x + 5 = 0
x =2 x = -5
Answer:x=2
Step-by-step explanation:
x^2+3x-4=6
2x+3x-4=6
add 2x and 3x and you get 5x
5x-4=6
add 4 to both sides 6 plus 4 is 10
5x=10
know divide 5 from both sides and you get 2
x=2
Clarks Inc., a shoe retailer, sells boots in different styles. In early November the company starts selling “SunBoots” to customers for $70 per pair. When a customer purchases a pair of SunBoots, Clarks also gives the customer a 30% discount coupon for any additional future purchases made in the next 30 days. Customers can’t obtain the discount coupon otherwise. Clarks anticipates that approximately 20% of customers will utilize the coupon, and that on average those customers will purchase additional goods that normally sell for $100.
Required:
1. How many performance obligations are in a contract to buy a pair of SunBoots?
2. Assume Clarks cannot estimate the standalone selling price of a pair of SunBoots sold without a coupon. Prepare a journal entry to record revenue for the sale of 1,000 pairs of SunBoots.
Answers
1. There are two performance obligations in a contract to buy a pair of SunBoots from Clarks Inc: Delivery of Sunboots and Discount Coupon.
2. The journal entry to record the revenue for the sale of 1,000 pairs of SunBoots when Clarks cannot estimate the standalone selling price of a pair of SunBoots sold without a coupon is as follows:
Journal Entry:Debit Cash $70,000
Credit Sales Revenue $65,800
Credit Deferred Revenue from Discount Coupon $4,200
(To record the sale of 1,000 pairs of SunBoots, including the discount coupon.)
What are performance obligations?Performance obligations refer to distinct goods and services agreed to be provided in a contract between the two parties.
Performance obligations arise because each separate goods or services benefit the customer distinctly from others.
In accounting for the revenue or costs, efforts should be geared toward recognizing the activity as soon as they bestow or transfer economic benefits to the buyer.
Transaction Analysis:Selling price per pair = $70
Discount coupon = 30%
Estimated percentage of customers who will utilize the coupon = 20%
The number of SunBoots sold = 1,000
Cash $70,000 Sales Revenue $65,800 Deferred Revenue from Discount Coupon $4,200 ($70,000 x 30% x 20%)
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A survey of 600 randomly selected high school students determined that 290 play organized sports. what is the probability that a randomly selected high school student plays sports
Answers
Answer:
29/60
Step-by-step explanation:
probability of playing is 290/600 which when simplified is29/60
Given the following table with selected values of the functions f (x) and g(x), determine f (g(2)) − g(f (−1)).
x −5 −4 −1 2 4 7
f (x) 11 9 −1 −3 −7 −13
g(x) −10 −8 −2 4 8 14
A) −8
B) −5
C) −2
D) 1
Answers
Answer:
f (g(2)) − g(f (−1)) = -5
Step-by-step explanation:
Find the value for each term:
1. f (g(2)): g(2) is 4, so we get f(4), which is = -3
2. g(f (−1)): f(-1) is -1, so we get g(-1), which is = -2
Now we can write:
f (g(2)) − g(f (−1))
-3 -2
= - 5
If m∠1 ≅ 115°, find m∠6
Answers
Answer:
Therefore, m∠6 is 115 degrees and m∠2 is 50 degrees.
Step-by-step explanation:
To find m∠6, we need to use the fact that the sum of the measures of the angles in a triangle is 180 degrees.
From the given information, we know that m∠1 is 115 degrees. We also know that ∠1 and ∠6 are vertical angles, which means they are congruent. Therefore, m∠6 is also 115 degrees.
Now, we can use the fact that angles ∠1, ∠2, and ∠6 form a triangle to find the measure of ∠2.
The sum of the measures of the angles in a triangle is 180 degrees, so:
m∠1 + m∠2 + m∠6 = 180
Substituting the known values, we get:
115 + m∠2 + 115 = 180
Simplifying, we get:
m∠2 = 180 - 115 - 115
m∠2 = 50
Therefore, m∠6 is 115 degrees and m∠2 is 50 degrees.
A seven-digit number has a 9 in the thousands place, a 2 in the
hundred thousands place, a 6 in the greatest place-value position, a 4
in the ten thousands place, a 1 in the tens place, a 5 in the least
place-value position, and a 7 in the hundreds place. What is the
number?
Answers
Answer: 6,249,715
Step-by-step explanation:
The number sequence is built like this:
Millions , hundred thousands + ten thousands + thousands , hundred + tens
+ ones
The millions place is the greatest value here, and the ones place is the least value in every situation involving whole numbers.
Which function is graphed? y = –2cos(x) – 4 y = 2cos(x) – 4 y = –2cos(x) + 4 y = 2cos(x) + 4
Answers
Step-by-step explanation:
A2928288288282828282
Answer:
C. y = –2cos(x) + 4
Step-by-step explanation:
Correct on edge 2021!
Find the distance between the following sets of points: a. (2, −4) and (2, 3) b. (−3, −2) and (−3, 0) c. (1, 4) and (−5, 4) d. (−2, 0) and (−3, 0) e. (4, −6) and (4, −2) f. (5, 1) and (1, 1)
Answers
Answer:
Step-by-step explanation:
Distance between set of points parallel to x-axis and y-axis.a) (2,-4) and (2 , 3)
In these two points the x-coordinate are same. So, the distance between the points are given by the absolute value of difference between the y-coordinate.
Distance = I -4-3 I = I -7I = 7 units
b) (-3,-2) and (-3,0)
In these two points the y-coordinate are same. So, the distance between the points are given by the absolute value of difference between the x-coordinate.
Distance = I-2 -0 I = I -2 I = 2 units
c) (1,4) and (-5,4)
In these two points the y-coordinate are same. So, the distance between the points are given by the absolute value of difference between the x-coordinate.
Distance = I 1 - (-5) I = I 1 + 5 I = I 6 I = 6
d) (-2,0) and (-3,0)
In these two points the y-coordinate are same. So, the distance between the points are given by the absolute value of difference between the x-coordinate.
Distance = I -2 - (-3) I = I -2 + 3 I = I 1 I = 1 unit
e) (4,-6) and (4,-2)
In these two points the x-coordinate are same. So, the distance between the points are given by the absolute value of difference between the y-coordinate.
Distance = I -6 - (-2) I = I -6 + 2 I = I-4 I = 4 units
f) (5,1) and (1 , 1)
In these two points the y-coordinate are same. So, the distance between the points are given by the absolute value of difference between the x-coordinate.
Distance= I5 - 1 I = I 4 I = 4 units
Ms. Son bought 5 cans of green beans and her total bill was $10.80. What was the price
per can
I
Answers
Answer:
5+10.80=15.8
Step-by-step explanation:
8y=-7x+56 find the rate of change for this linear function
Answers
Answer:
7/8
Step-by-step explanation:
rate of change = slope
8y = 7x+56
divide both sides by 8: y = 7/8x+7
rate of change = 7/8
What is the constant of proportionality in the equation y=25X?
Answers
Answer:
Step-by-step explanation:
y = kx
If y = 25x , then k = 25
Which of the following equations describes the nth term for the sequence
Answers
The nth term of the sequence 4/5, 1/5, 1/20. 1/80..... is an = 4/5(1/4)^(n - 1)
How to determine the value of tthe nth term of the sequence?The definition of the function is given as
4/5, 1/5, 1/20. 1/80.....
The above definitions imply that we simply multiply 1/4 to the previous term to get the current term
Using the above as a guide, we have
First term, a = 4/5
Ratio, r = 1/4
So, we have the following equation
an = 4/5(1/4)^(n - 1)
Hence, the value of the nth term is an = 4/5(1/4)^(n - 1)
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⦣G and ⦣H are complementary. If the measure of ⦣H is 72°, what is the measure of ⦣G?
Answers
9514 1404 393
Answer:
∠G = 18°
Step-by-step explanation:
Complementary angles total 90°. The measure of G is ...
∠G = 90° -72° = 18°
HELLLP FAST
Mathamatics
Answers
Answer:
512 ft and 1,232 ft
Step-by-step explanation:
area is length x width
the pool's area can be calculated doing 32ft x 16ft
the area of the pool is 512 ft
the deck's area can be calculated doing 28ft x 44ft
the area of the deck is 1,232 ft
you're welcome<3
HELP!!!!!! I need an answer fasttttt
Answers
Answer:
see the attachment
Step-by-step explanation:
Hope it helps you
Connect the points with a ruler
y-intersect (0,2) ) and (1,1) and now you have your graph
Two bags of cereal are packed in a box. The total weight of the box and the two bags of cereal is 50.00 ounces. One bag of cereal weighs 16.03 ounces, the other weighs 18.98 ounces. How much does the box weigh?
Answers
Answer:
14.99 ounces
Step-by-step explanation:
First, find the weight of the 2 cereal bags combined:
16.03 + 18.98
= 35.01
Subtract this from 50 to find the weight of the box, since 50 ounces is the combined weight of the box and the 2 cereal bags
50 - 35.01
= 14.99
So, the box weights 14.99 ounces
Im on a girls basketball team , 3 are in sixth grade , 5 are in seventh grade , and 6 are in eighth grade . so which is the ratio of seventh graders to eighth graders on the team ?
Answers
Is this it I’m not sure
Question 12
The average mass of Jeremy, Mark and Zack is 28 kg. If Jeremy and Zack's average mass is
29kg. How heavy is Mark?
Answers
Answer:
Mark's mass is 26 kg.
Step-by-step explanation:
Average mass of Jeremy, Mark and Zack = 28kg
Average mass of Jeremy and Zack = 29 kg
Let,
Jeremy's mass = x
Mark's mass = y
Zack's mass = z
Average of three of them = \(\frac{Jeremy's mass + Mark's + Zack's}{3}\)
28 = \(\frac{x+y+z}{3}\\\)
\(28*3 = x+y+z\\84 = x+y+z\)
x+y+z = 84 Eqn 1
\(29 =\frac{x+z}{2}\\58=x+z\\\)
x+z = 58 Eqn 2
Now putting value of x+z from Eqn 2 in Eqn 1
x + z + y = 84
58 + y = 84
y = 84 - 58
y = 26
Thereofore,
Mark's mass is 26 kg.
4) Amy traveled to the recycling plan
back. It took one hour less time to get
there than it did to get back. The average
speed on the trip there was 50 km/h. The
average speed on the way back was 40
km/h. How many hours did the trip there
take?
Answers
The time taken by Amy to travel to the place was t = 4 hours.
What is average speed?A measure of average speed is the amount of distance travelled in a given amount of time. It is determined by dividing the overall mileage by the overall time required to cover that mileage.
In physics and other sciences, average speed is frequently employed to describe how objects move. For instance, it is possible to estimate how long it will take to go a certain distance or assess a car's fuel economy by looking at its average speed over a given distance. By dividing the whole distance travelled by the total time required, average speed may also be used to characterise the speed of an object that is moving at various speeds at different points along its path.
Let the time taken to get back = t + 1.
Now, it took one hour less time to get there thus time = t.
Now, average speed is given as:
average speed = total distance / total time
Substituting the values:
50 km/h = d / t
d = 50t .........(1)
40 km/h = d / (t + 1)
d = 40(t + 1)......(2)
Setting the value of d as equal we have:
50t = 40(t + 1)
50t = 40t + 40
10t = 40
t = 4
Hence, the time taken by Amy to travel to the place was t = 4 hours.
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