PLEASE HELP!!!!!!!!!!!!!!!

The specific name of the quadrilateral is kite

The measures of the missing angles are 75 degrees each

To determine the measure of the angle, we need to know the different properties of a kite.

The properties of a kite includes;

Since the adjacent angles are equal, we have that;

105+ x = 180

collect the like terms, we have;

x = 180 - 105

x = 75 degrees

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The quadrilateral is a kite and the missing angles are 105° and 45°

A kite is a quadrilateral that has 2 pairs of equal-length sides and these sides are adjacent to each other.

A kite has a pair of equal angle and the diagonals of a kite meets at 90°.

In a kite , there are two pairs of congruent or equal sides.

This means that the missing angles are

The opposite angle to 105 is also 105°

The fourth angle is calculated as;

105+105+105+x = 360

= 315 +x = 360

x = 360- 315

x = 45°

Therefore the quadrilateral is a kite and the missing angles are 105° and 45°

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Answer:

Graph the exponential function.

\(y=-3(8)^{x}\)

Step-by-step explanation:

to make a sketch of this graph. We're gonna make a table of values. I think that's probably our best route. So we'll do a couple negative values, but I'm gonna actually start at 08 to 0. Power zero. And I'm sorry. 80 parts one and one times negative. Three is negative. Three eight to the first. Power is eight and eight times negative. Three is negative. 24 8 X squared is 64 64 times negative. Three is on negative. 192. Okay, I think that's plenty. E to the negative. First power is 18 and 1/8 times negative. Three is negative. 3/8 and eight to the negative. To power is 1 64th times negative. Three is negative. 3 60 force. Okay, I think we can see where that's going. Is getting really close to zero. So as faras my graph here, I'm gonna focus on the fourth quadrant, I think. All right. So we got our X and y axis here. We're starting at 01 and to and we'll also do negative one. And negative two aren't horizontally, vertically. I do. I want to scale this whole the way to 1 92 I guess I will. Um, so whatever it is scaled by, maybe twenties. Yeah, let's do that. 20 40 60 8120 40 60 8200. So there's negative. 200? Um, negative. 1 80 Negative 1 60? Nope. That's not right. Because I scaled by twenties didn't. So this is actually negative. 1 60 This one's negative. 1 20 This one's negative. 80. And this is negative. 40. There we go. All right now a plot. These points to negative 1 92 is practically to 200 one. Negative. 24 is all the way over here. Zero negative three is practically on the X axis The way I have this, and same with those fractional values. They're practically on the X axis. So let's start almost parallel to the X axis because it's never actually touch step than its we don't ever. Slowly and then it starts going down rapidly, decreasing in value to the point where it's almost vertical, but it never will get vertical, so there's a decent sketch of y equals negative three times eight to the power of acts

Answer:

5 feet 4.4 inches tall

Step-by-step explanation:

Answer: 30.2

Explanation:

The mean is calculated by taking the sum of the values and dividing by the count.

For instance, for the 6 women, with the mean being 31, we can see that the ages summed to 186:

186

6

=

31

And we can do the same for the men:

116

4

=

29

And now we can combine the sum and count of the men and women to find the mean for the office:

186

+

116

10

=

302

10

=

30.2

Step-by-step explanation:

9514 1404 393

Answer:

  30

Step-by-step explanation:

The total of the ages of the 11 women is 11·31 = 341. The total of the ages of the 6 men is 6·29 = 174. Then the total of the ages of all 17 people in the office is ...

  341 + 174 = 515

and their average age is ...

  515/17 ≈ 30.294 ≈ 30

The mean age of the people in the office, to the nearest year, is 30.

_____

The mean is the total divided by the number of contributors. Then the total is the mean times the number of contributors.

Answer:

the answer is b

Step-by-step explanation:

plz give me a Brainliest

A word that describes the slope of the line is negative. The correct answer is option B.

A graph is the representation of the data on the vertical and horizontal coordinates so we can see the trend of the data. It is defined as the relation between two variables, if we plot the graph of the linear equation we will get a straight line.

For this case the first thing you should know is that we have an equation of the form:

y = mx + b

Where,

m: The slope of the line

b: Cutting point with the vertical axis.

For this case, we observe that the values of y decrease when the values of x increase. Therefore, the function decreases.

This means that it is true that:

m < 0

Therefore, the slope of the line is negative.

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Answer:

Step-by-step explanation:

This is a linear function because for every 5 seconds that pass, the height of the plane drops 500 feet, or -500 to be exact. So that's the slope of the line. If we look at the table we can determine where the graph goes through the h axis. The h axis is the y axis, and the t axis is the x axis. So where the graph goes through the h axis is also the y-intercept. If your teacher is any good at all, he/she would make sure that you understand beyond a shadow of a doubt that the y-intercept exists where x = 0. Looking at the table, where x (t) is 0, y (h) is 4000 feet.

Writing the linear equation then is super easy. In the form y = mx + b, we already know both the slope (-100) and the y-intercept (4000), so we fill in accordingly:

h = -100t + 4000 which appears to be choice a.

Answer:

a

Step-by-step explanation:

i took the quiz and got it right :)

Triangle Congruence

The figure shows two triangles JKL and JML. They have two congruent angles JKL -> JML and KJL -> MJL

Two congruent angles on both triangles guarantee that the third angle is also congruent because the sum of all the interior anges is 180° on any triangle.

Having this in mind, we have all of the interior angles congruent but the AAA theorem is not enough to prove congruence.

Since the triangles share a common side JL, then we are sure the triangles are not only similar, but congruent.

Thus, the two angle congruence and the common side are enough data to prove the congruence of the given triangles.

AAA theo

x = -1 and y = -13, (-1,-13) is the solution to the system of equation y = 3x - 10 and y = -2x - 15.

Given the system of equation in the question;

To find the solution to the system of equation, replace the occurrence of y in the second equation with y = 3x - 10  and solve for x.

y = -2x - 15

3x - 10 = -2x - 15

Add 10 to both sides

3x - 10 + 10 = -2x - 15 + 10

3x = -2x - 15 + 10

Add 2x to both sides

3x + 2x = -2x + 2x - 15 + 10

3x + 2x = - 15 + 10

Add like terms

5x = -5

x = -5/5

x = -1

Now, to solve for y, replace all occurrence of x with -1 in the first equation and solve for y.

y = 3x - 10

y = 3( -1 ) - 10

y = -3 - 10

y = -13

Therefore, the solution to the system of equation is (-1,-13).

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Answer:

The triangles are congruent

Step-by-step explanation:

The Triangles are congruent because they have the same side lengths and and angle measures.

The probability that the next coin flip will yield a head is 50%, as each coin flip has an equal chance of landing either heads or tails.

Probability is an incredibly important concept to understand in our everyday lives. Understanding probability helps us make informed decisions about the chances of something happening. For example, when playing a game of chance, understanding probabilities can give us a better idea of the likelihood of winning or losing. Knowing the probability of an event happening can also help us make decisions in other areas of life, such as investing.

In the context of coin flipping, it is important to remember that the probability of a coin landing on heads or tails is always 50%. This means that no matter how many times the coin is flipped and no matter what the previous outcome, the probability of the next flip being heads or tails remains the same. This concept is the basis of probability theory, which can be applied to many other areas of life.

Understanding probabilities is also useful in understanding the chances of certain events occurring in the world. For example, understanding the probability of an earthquake happening in a certain area can help us make decisions about where to live or how to prepare for a potential disaster. Similarly, understanding the probability of a successful business venture can help us decide whether or not to invest in it.

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The nearest tenth of a percent, we have that the United States contributed 13.8% of the world's total production of bikes in 1996.

Given that the United States produced 14.127 million bikes in 1996 and the total world production was 102 million bikes.

To determine the percentage of the world's total production of bikes that was contributed by the United States, we divide the United States production by the total world production and multiply the result by 100%.

Thus, the percentage of the world's total production of bikes contributed by the United States is: 14.127/102 × 100% ≈ 13.8%.

Rounding the answer to the nearest tenth of a percent, we have that the United States contributed 13.8% of the world's total production of bikes in 1996.

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Answer:

answer is 3.75 step-by-step explanation:

750÷2= 375 ..3.75

Answer:

x ≈ 6.8

Step-by-step explanation:

since all angles in a triangle add up to 180º:

8x-4+17x-23+3x+17=180

28x-10=180

28x=190

x ≈ 6.8

The  volume of the largest right circular cone that can be inscribed in a sphere of radius r is  8/27 (volume of sphere)

Let r serve as the foundation. the volume of the area, and radius x is the separation between the base and the sphere's center. Height h of the cone = R + x

∴    V= 1/3πr² h= π/ 3 (R² −x²)(R + x)

       = π/3​ (R² + R² x − Rx² −x² )

∴   dV/ dx​ = π​ /3 [R²−2Rx−3x² ]

  d²V/ dx²​ = π/3​ [−2R−6x]

For max or min V dV/dx​ =0

∴   R² −2Rx−3x² =0

⇒(R + x)(x−3x)=0    

2) x=−R, x​/3 but x = −R

When x= R/3 d² V/dx² <0  V is max only when x= R/3

​∴   Max V= 1/3π(R² − R²/9 )(R+ R/3 )

= 32πR³/81

= 8/27 ( 4/3 πR³)

= 8/27 (volume of sphere)

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Answer:

C=-2

Step-by-step explanation:

Plus 14 to both sides then divide both side by -5

Answer:

a + 7

Step-by-step explanation:

x^2 + 2x - 8. on [5,a]

(f(a)-f(5))/( a - 5 )

(( a^2 + 2a - 8 ) - 27 ) / a - 5

( a^2 + 2a - 35 ) / a - 5

(a - 5)(a + 7) / a - 5

a + 7

Jerry worked for 4.3 hours to install the equipment based on a rate of $20 per hour.

This problem can be solved using a linear equation.

A linear equation is an algebraic equation in which each term is either a constant or the product of a constant and a single variable raised to the power of 1.

Let's say the number of hours Jerry worked to install the equipment is "h".

According to the problem, Jerry charges $50 to schedule a repair visit, which means that the remaining amount after deducting the scheduling fee from the total bill ($136) is used to pay for the equipment installation.

So, the amount Jerry earned from the equipment installation is:

$136 - $50 (scheduling fee) = $86

We know that Jerry charges $20 per hour to install equipment. Therefore, the equation we can set up is:

$86 = $20 × h

Solving for "h", we get:

h = $86 / $20 = 4.3 hours (rounded to one decimal place)

Therefore, Jerry worked for 4.3 hours to install the equipment.

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The exterior angle y of the triangle is 60 degrees.

The sum of angles in a triangle is 180 degrees. The external angle y of the triangle can be found using exterior angle theorem.

Therefore,  the exterior angle theorem states that the measure of an exterior angle is equal to the sum of the measures of the two remote interior angles of the triangle.

Hence, using the exterior angle theorem,

y = 35 + 25

y = 60 degrees.

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The 90% confidence interval for the proportion of district residents in favor of starting the school day 15 minutes later is (0.392, 0.548). The true proportion is estimated to lie within this interval with 90% confidence.

To calculate the 90% confidence interval for the true proportion of district residents who are in favor of starting the school day 15 minutes later, we can use the following formula:

CI = p ± z*(√(p*(1-p)/n))

where:

CI: confidence interval

p: proportion of residents in favor of starting the day later

z: z- score based on the confidence level (90% in this case)

n: sample size

First, we need to calculate the sample proportion:

p = 94/200 = 0.47

Next, we need to find the z- score corresponding to the 90% confidence level. Since we want a two-tailed test, we need to find the z- score that cuts off 5% of the area in each tail of the standard normal distribution. Using a z-table, we find that the z- score is 1.645.

Substituting the values into the formula, we get:

CI = 0.47 ± 1.645*(√(0.47*(1-0.47)/200))

Simplifying this expression gives:

CI = 0.47 ± 0.078

Therefore, the 90% confidence interval for the true proportion of district residents who are in favor of starting the school day 15 minutes later is (0.392, 0.548). We can be 90% confident that the true proportion lies within this interval.

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Answer:

d = 3

Step-by-step explanation:

2d + 1 = 7

7 -1

2d = 6

2 divided by 2(cancels out), 6 divided by 2 is 3.

d = 3

The Hypothesis testing enables us to determine whether the sample evidence is inconsistent  with what is hypothesized under the null hypothesis.

According to the statement

we have to find that the the given sample is applicable for the null hypothesis or not.

So, For this purpose, we know that the

Inconsistent hypothesis is a the estimate needs to correspond with a small p value for all values in the hypothesized set of values.

So, under this hypothesis we find that the given data or sample is inconsistent under the null hypothesis. it means that the the data give the correct value of the p rather than wrong value of p under null hypothesis.

That's why, Hypothesis testing enables us to determine whether the sample evidence is inconsistent  with what is hypothesized under the null hypothesis.

So, The Hypothesis testing enables us to determine whether the sample evidence is inconsistent  with what is hypothesized under the null hypothesis.

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Answer:

640

Step-by-step explanation:

The present length of the flower garden is 4cm

What is a square?

a square is a quadrilateral in which opposite sides are parallel and length of each sides is equal and every angle is a right angle triangle. Also a rectangle is a quadrilateral with opposite sides are parallel and equal and each angle is a right triangle.

Let the current length of the flower garden is x

then The area be A

Hence the equation becomes

A =x^2                             (1)

Now the width is increased by 1cm and the length is increased by 3cm

Hence The equation becomes

A+19 = (x+1)(x+3)

A+19= x^2+4x+3

x^2+4x = A+16                  (2)

Substituting 1 in 2 we get

x^2+4x =x^2+16

4x=16

x=4

Hence the current length of the flower garden is 4 cm

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Answer:

2

Step-by-step explanation:

Answer:

n = 40/18

simplify it to 20/9 or as a mixed number i would be 2 2/9

Step-by-step explanation:

Answer:

Step-by-step explanation:

(x + 5)(x + 2)

x^2 + 2x + 5x + 10

x^2 + 7x + 10

Answer: 6.45 x 10^10

Step-by-step explanation:

Because 10^5 and 10^4 both have 10, we can add the exponents to get 10^9.

Multiplying 7.5 and 8.6 gets you

7.5 * 8.6 = 64.5

We can move the decimal up a place to get 6.45 and add another power to 10^9 to get 10^10

Your final answer should be 6.45 x 10^10

Answer:

C 6.45x 10 to the power of 10

Step-by-step explanation:

10 to the power of 5 is 100,000. 7.5x100,000 is 750,000.

10 to the power of 4 is 10,000.

10,000x8.6 is 86k

now we do 750,000x86,000 which is 64,500,000,000

10 to the power of 10 is 10 billion times 6.45 is 64,500,000,000

Step-by-step explanation:

Doubled of 132 which means 2 times 132 =

Subtract 12 doubled from 132

While write the expression whatever the expression after the word from that we have to write first

So Doubled of 132 - 12

- 12 -----> This is the final expression

If we simplify the above expression we will get

264 - 12

= 252

Answer:

2*(132-12)

Step-by-step explanation:

from 132 meaning its the biggest number or the number where operations act on.

subtract 12, so ignoring doubled, subtract 12 from 132 is 132-12,

doubled meaning x2 so its 2*(132-12)

Answer:

Yes

Step-by-step explanation:

It is a function because the x value doesnt repeat itself. The x value is the input