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The measure of  the angle AEG = 92°

Corresponding angles are the angles that are formed when two parallel lines are intersected by the transversal. The opening and shutting of a lunchbox, solving a Rubik's cube, and never-ending parallel railway tracks are a few everyday examples of corresponding angles. These are formed in the matching corners or corresponding corners with the transversal.

∠CFH + ∠EFC = 180( angles on a straight line)

making ∠EFC subject and substituting ∠CFH = 2x + 20, we have

∠EFC = 180 - ( 2x + 20)

∠EFC = 180 - 2x -20

∠EFC = 160 - 2x

but ∠EFC = ∠BEF ( alternate angles are equal)

substituting their values

160 - 2x = 3x - 10

collect like terms

-2x - 3x = -10 - 160

-5x = -170

x = -170/-5

x = 34

Also ∠EFC = ∠AEG = 160 -2x ( corresponding angles are equal)

∠AEG = 160 -2X, but x = 34

∠AEG = 160 - 2(34)

∠AEG =160 - 68 = 92°

In conclusion, The value of the ∠AEG = 92°

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Explanation:

The term wy^2 out front multiplies with each term inside the parenthesis (because of the distributive rule).

Let's multiply the outer term with the first term inside the parenthesis to get the following:

wy^2 times 8y^3 = 8wy^5

Compare 8wy^5 with 40y^5, and we see the coefficients 8w and 40 match up. Therefore, 8w = 40 solves to w = 5

x = √(27/11) is the local minima of the function g(x) = x¹¹ - 3x⁹ +2

Given, a function g(x) = x¹¹ - 3x⁹ +2

we have to find the local minima using the second derivative test.

first we differentiate the function,

g(x) = x¹¹ - 3x⁹ +2

g'(x) = 11x^10 - 27x^8

Now, putting g'(x) = 0

11x^10 - 27x^8 = 0

x^8(11x² - 27) = 0

Now, x = 0 or x = √(27/11)

After again differentiating the function we get

x = √(27/11) as the local minima of the function.

Hence, x = √(27/11) is the local minima of the function g(x) = x¹¹ - 3x⁹ +2

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Answer:

10/21

Step-by-step explanation:

1/7+1/6=6/42+14/42

=(6+14)/42

=20/42

=10/21

A baker makes 90 cakes in a 60-hour week

A baker makes 18 cakes in a 12-hour day.

So, the number of cakes she makes in an hour would be,

18/12 = 1.5 cakes/hour

We need to find the number of cakes she make in a 60-hour week.

Using unitary method we find the required number of cakes,

1.5 * 60 = 90

Therefore, a baker makes 90 cakes in a 60-hour week

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Answer:

-46

Step-by-step explanation:

i hopethis helps you!!

Step-by-step explanation:

that's a right answer u're working on sir appreciated

The statement that best describes how to determine if the plane clears the tower is;

Use the Pythagoras Theorem where the distance to the tower is a leg of the right triangle and the distance in the air is the hypotenuse. Find the other leg. Convert to feet to compare to the tower height

Given,

The length the plane will travel before lifting = 1500 yards

The distance further the plane will travel after lifting off the ground = 603 yards

The horizontal distance from the point of lifting off the ground to control tower = 600 yards

The horizontal distance from the point of liftoff to the control tower, the height of the control tower, and the distance of the plane's path after takeoff create a right triangle with the following sides:

The distance of the path of the plane after lifting off the ground = The hypotenuse side of the triangle

The horizontal distance from the point of lifting off the ground to control tower and the height of the control tower = The two legs of the right triangle

Let h stand for the height of the control tower, x for the horizontal distance from the plane's liftoff point to the control tower, and R for the length of the plane's route after liftoff, and we obtain;

h = √(R² - x²)

We have;

R = 603 yards

x = 600 yards

∴ h = √(R² - x²) = h = √(603² - 600²) = 60.07 yards

The height of the control tower, h = 60.07 yards

1 yard = 3 feet

∴ 60.07 yards = 3 × 60.07 feet ≈ 180.22 feet

Therefore, given that the height of the control tower = 198 feet, the plane at the height of approximately 180.22 feet clears the tower.

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Answer:

Step-by-step explanation:

so I believe the question is

[tex]\frac{1}{4}[/tex]X - [tex]\frac{1}{3}[/tex]Y=1

and we want to know if that is linear, and what the standard form for the equation would be

let's move a few things around using our algebra skillz

[tex]\frac{1}{4}[/tex]X-1 = [tex]\frac{1}{3}[/tex]Y

[tex]\frac{3}{4}[/tex]X-3 = Y

y = [tex]\frac{3}{4}[/tex]x-3  (in standard form  y=mx+b)

y=[tex]\frac{3}{4}[/tex]x + (-3)

we can see that this does make a line,  so it's linear, and it's in standard form now.  

Answer:

B. 4|−25| = $100

Step-by-step explanation:

Hope this helps!

Using the linear function equation that models the situation given, the amount of credit left after 24 minutes of calls is: $25.2.

One of the ways to write a linear function equation is to express it in slope-intercept form as y = mx + b, where the slope is represented as m and the y-intercept is represented as b.

From the information given, we can deduce the following:

y = credit card remaining in dollars

x = minutes

Slope (m) = -0.13

A point = (x, y) = (32, 24.16)

Substitute m = -0.13, x = 32, and y = 24.16 into y = mx + b to find the value of b:

24.16 = -0.13(32) + b

24.16 = -4.16 + b

24.16 + 4.16 = b

28.32 = b

b = 28.32

Write the equation of the linear function by substituting b = 28.32 and m = -0.13 into y = mx + b:

y = -0.13x + 28.32

To find how much credit there was after 24 minutes of calls, substitute x = 24 into y = -0.13x + 28.32:

y = -0.13(24) + 28.32

y = 25.2

$25.2 credit was left.

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The graph of the function f(x) = 1/4x + 3 is attached below and the point (-x, f(-4) ) is pointed on it.

Graph:

Graph refers the visual representation of the function of set of data.

Given,

Here we have the function f(x) = 1/4x + 3

Now, we have to plot the function into the graph and we also plot the point (-4, f(-4)) on it.

By using the graphing calculator, we have plot the function f(x) = 1/4x + 3, then we get the graph like the following.

In order to point the (-4, f(-4)),

We have to find the value of f(-4), by apply the value of x as -4 in the given function then we get the values of the function as,

=> f(-4) = 1/4 (-4) + 3

=> f(-4) = -1 + 3

=> f(-4) = 2

Therefore, the point is (-4, 2).

Now we have to plot this point on the graph, and the point is on the line of the given function.

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The composition of the functions, when evaluated in x = 4, is:

g( f(4)) =  39

Here we have two functions, one is a linear function:

g(x) = 3.25*x + 6

And the other is f(x), which is defined on a table.

We want to find the composition:

g( f(4)) = 3.25*f(4) + 6

Then we need to find the value of f(4), on the table we have the pair:

x   f(x)

4    12

Which means that:

f(4) = 12

Replacing that we get:

g( f(4)) = 3.25*f(4) + 6

g( f(4)) = 3.25*12 + 6 = 39

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Answer: (-3,0)

Step-by-step explanation:

-1 - 2 = -3

1+2=3

3+2=5

2 is the common thing between 2 and 4, 4 and 6,  6 and 8 so from -2 + 2 = 0

The slope of the line that passes through the points (-1, 6) and (14, 3) is - 1 / 5.

We know that the slope of a line is given by the formula,

m = (y₂ - y₁) / (x₂ - x₁)

where (x₂, y₂) and (x₁, y₁) are the coordinates of any point on the line of slope.

We are given the following points;

(-1, 6) and (14, 3)

substitute the given value in the slope formula, we will get;

m = (3 - 6) / (14 - (- 1))

m = - 3 / 14 + 1

m = - 3 / 15

m = - 1 / 5

So, the slope is - 1 / 5.

Thus, the slope of the line that passes through the points (-1, 6) and (14, 3) is - 1 / 5.

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Answer:

d) -21

Step-by-step explanation:

Given problem,

→ -11 + |-5| - |-15|

Let's solve the given problem,

→ -11 + |-5| - |-15|

→ -11 + 5 - 15

→ -11 - 10 = -21

Hence, the answer is -21.

Answer:

D. −21

Step-by-step explanation:

The bars either side of an expression or a value are the absolute value symbol.  

"Absolute value" means how far a value is from zero.

Therefore, the absolute value of a number is its positive numerical value.

Given expression:

[tex]-11 + |-5| - |-15|[/tex]

Absolute values in the given expression:

Therefore:

[tex]\begin{aligned} \implies -11 + |-5| - |-15|&=-11+5-15\\&=-6-15\\&=-21 \end{aligned}[/tex]

For the given angles , the measure of the missing angles are as follow:

a. m ∠POQ = 36° , m ∠POR = 62°

b. m ∠RST = 40°

As given in the question,

For the given angles , the measure of the missing angles are given as follow:

a. Q is in the interior of angle POR ,

Measure of angle POR = 2x -2

Measure of angle POQ = x + 4

Measure of QOR = 26°

From the given relation of the angles we have,

m ∠POQ + m ∠QOR = m ∠POR

⇒ x + 4 + 26° = 2x -2

⇒2x -x = (2+ 4+ 26)°

⇒ x= 32°

m ∠POQ = x + 4

               = 32° + 4°

               = 36°

m ∠POR = 2x -2

              = 2(32) -2

              = 62°

b. Q bisects angle RST

m ∠RSQ = 8x -12

m ∠RST = 10x

From the given relation we have,

8x -12 = (1/2)10x

⇒ 8x -12 = 5x

⇒8x -5x = 12

⇒3x =12

⇒ x= 4

m ∠RST = 10x

             = 10(4)

             = 40°

Therefore, for the given angles , the measure of the missing angles are as follow:

a. m ∠POQ = 36° , m ∠POR = 62°

b. m ∠RST = 40°

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The variables that the scatter plot at the right would  be most likely to represent is option C: The number of siblings a person has and the person's GPA.

To illustrate how much one variable affects another, scatter plots are tools that are often used to place data points on a horizontal as well as  vertical axis.

A marker is used to represent each row in the data table, and the position of the marker depends on the values of the columns that are set up on the X and Y axes.

From the graph above, the Independent variables (siblings) are typically plotted on the horizontal axis, and dependent variables (Person's GPA) are typically plotted on the vertical axis.

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Caroline have $7901.5 more in her account than Qasim when they both invest together compounded for 10 years.

Compound interest is when an amount receives interest on top of it each time interest is paid on the original amount. The principal (original) sum and the interest that has already accrued over the course of previous periods are used to calculate compound interest.

here,

Caroline invested $80,000 in an account paying an interest rate of 8 1/8% compounded daily for 10 years,

A=P(1+r/n)^n/t

=$180,266.48

Caroline invested $80,000 in an account paying an interest rate of 8 1/8% compounded daily for 10 years,

A=P(1+r/n)^n/t

=$172,365.02

The difference between amounts,

=$180,266.48-$172,365.02

=$7,901.46

When they both invest which is compounded for 10 years, Caroline has $7901.5 more in her account than Qasim.

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Answer: 7901

Step-by-step explanation:

The probability that the student selected is 5/8.

According to the question,

We have the following information:

A class consists of 30 women and 18 men.

Now, total students in the class = Number of women + number of men

Total students = 30+18

Total students = 48

Now, the probability that the student is a woman:

Probability of an event = Number of women/total number of students

30/48

(More to know: probability of an event can not be greater than 1.)

Now, converting this into the simplest form by dividing both the numerator and denominator by 6:

5/8

Hence, the probability that the student selected is 5/8.

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We can simplify the inequality to:

-1/2 < -1/n < -1/5

The solutions are n = 3 and n =4, and the sum of these is equal to 7

We start with the inequality:

-3n < 7n - 20 < 3n

First, we need to solve this for n.

if we divide all the inequality by n, we will get:

-3 < 7 - 20/n < 3

Now we can subtract 7 in all the parts to get:

-3 - 7 < -20/n < 3 - 7

-10 < -20/n < -4

Fiinally, if we divide by 20 we get:

-10/20 < -1/n < -4/20

-1/2 < -1/n < -1/5

So if n is only an integer number, the values of n that make the inequality true are:

n = 3 and n = 4

Then the sum of these two values is:

sum = 3 + 4 =7

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Answer:

4/7

Step-by-step explanation:

(8-4)/(10-3) = 4/7

parallel = same slope

Answer:

The slope of line n is 4/7

Step-by-step explanation:

First find the slope of line m

m = ( y2-y1)/(x2-x1)

m = (8 - 4)/(10 -3)

m = 4/7

Parallel lines have the same slope

The slope of line n is the same as slope of line m

The slope of line n is 4/7

The reduced or lowest form of 15 / 40 is 3 / 8. The given statement is true.

First, let us understand about the reducing a fraction:

To express a fraction in the lowest terms, divide the numerator and denominator by the greatest common factor of the numerator and denominator.

We are given:

15 / 40 = 3 / 8

Let the LHS; 15 / 40

We need to write the following fraction in the lowest terms:

15 / 40

To write 15 / 40 in the lowest terms, we divide the numerator and the denominator by the greatest common factor of 15 and 40.

Since the factors of 15 are 1, 2, 3, 5, and 15 and the factors of 40 are 1, 2, 4, 5, 8, 10, 20, and 40, the greatest common factor of 15 and 40 will be 5.

So we will divide the numerator and the denominator of 15 / 40 by 5.

15 ÷ 5 = 3

40 ÷ 5 = 8

So, the reduced form of 15 / 40 is 3 / 8 which is 15 / 40 = 3 / 8.

Thus, the reduced or lowest form of 15 / 40 is 3 / 8. The given statement is true.

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Slope of the given equation is m = 1/3

intercept of the given equation = (0 , -2)

and the graph is attached below .

using slope intercept formula

y =  mx  + b

we get

slope of the given equation ( y = 1/3 x   - 2  )

is m = 1/3

if we put values either of x or y

we get intercepts as  ( 0 , -2 )

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Answer:

Slope (m) = -1/2 or -0.5

Hope that helps ! ^^

Answer:

m= - 1/2

The step-by-step explanation is in the screenshot below!

Answer:

Below

Step-by-step explanation:

m = x ( -12b+9)  - 3

m+ 3 = x (-12b+9)

x =   (m+3) / ( -12b+9)       0r     (m+3) / (9-12b)

The initial height of the rocket is 264 feet

From the given graph

The height of the rocket is h is feet and time taken t is in seconds

The graph is defined as the pictorial representation of the mathematical equation or function.  

The x axis of the graphs represents the Time in seconds

The y axis of the graph represents the height of the rocket h in feet

From the graph we can say that

At t = 0, the value of h = 264 feet

That means the height of the rocket is 264 feet when the time t = 0

Hence, the initial height of the rocket is 264 feet

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The horizontal line passing through the point (2, -6) is y = -6 and the vertical line passing through the point (2, -6) is x = 2

We need to write equations for the horizontal and vertical lines passing through the point (2, -6)

For a vertical line the value of x will never change. This will be true for any value of y.

So, the equation for a vertical line passing through this point is:

x = 2

Similarly, for a horizontal line the value of y will never change. This is true for any value of x.

So, the equation for a horizontal line passing through this point is:

y = -6

Therefore, the horizontal line passing through the point (2, -6) is y = -6 and the vertical line passing through the point (2, -6) is x = 2

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