(PLEASE HELP, THIS IS DUE TONIGHT!!!!) 2. If triangle ABC is congruent to triangle DEF by SAS, AB=DE, information that shows SAS?

3. In quadrilateral ABCD, AB and CD are parallel and congruent, BC and DA are parallel and congruent, and AC and BD are congruent. What type of figure is this and explain why you chose this figure?

Answer:

Give me some hint please

The rate of change is 16, the equation is y = 16x, the (1,16) represents that the cost of 1 ticket is $16 and by y = 16x it is clear that it is a direct proportion.

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

The table of tickets and their cost is given,

The graph of it has been plotted below,

The rate of change or slope = (48 - 32)/(3 - 2) = 16

The equation is y = mx + c where m is the slope and it is 16

So, y = 16x + c

Now substitute (2,32)

32 = 2(16) + c

c = 0

So the equation becomes y = 16x

Since y = kx is a direct proportional equation so it will be also direct proportionally.

In (1,6) , 1 = number of ticket , 16 = cost of ticket so it is $16.

Hence "The rate of change is 16, the equation is y = 16x, the (1,16) represents that the cost of 1 ticket is $16 and by y = 16x it is clear that it is a direct proportion".

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Answer:

[tex]A=\frac{1}{2}h(b_{1}+b_{2} ) | *2\\2A=h(b_{1}+b_{2} ) | : (b_{1}+b_{2} )\\\frac{2A}{(b_{1}+b_{2} )} = h[/tex]

I hope it's good.

Take care !

Answer:

104 divided by a 100

1.04

Step-by-step explanation:

it is the same as moving the decimal two places to the left

If the flight back to Boston against the same wind took 6 hours. The speed of the wind if the speed of the plane in still air is 550 mph is 50 mph.

Given data:

Boston to London = 5 hours

Flight back to Boston  = 6 hours

Still air = 550 mph

Using this formula

Speed (s) = Distance /Time

We need to formula an equation that will be used to find the speed

Equation: (550 + s)5 = (550 - s)6

So,

Let s represent the speed

(550 + s)5 = (550 - s)6

2750 +5s = 3300 - 6s

Collect like terms

6s +5s = 3300 - 2750

11s = 3300 - 2750

11s = 550

Divide both side by  11s

s= 550/11

s = 50mph

Therefore the speed of the plane is 50mph.

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Answer:

323

Step-by-step explanation:

Answer:

its $458.57 on edg

Step-by-step explanation:

Answer:

I think its 46 since the 2 speices need the same amount of chromosomes to make an offspring

Step-by-step explanation:

Answer:

Step-by-step explanation:

-1/y

Answer:

129º

Step-by-step explanation:

This is just a guess since you didn't include the diagram

b is supplemetary to a

therefor

b = 180 - a

b = 180 - 51

b = 129º

The absolute measurement specifies the magnitude of the difference

which may be positive or negative.

The completed table is presented as follows;

[tex]\begin{tabular}{|l|c|c|c|}&\textbf{Apple}&\textbf{Grapefruit}&\textbf{Watermelon}\\\textbf{Keiko's measurement}&15 cm&24 cm& \underline{81 cm}\\\textbf{Actual measurement}&\underline{10 cm}&30 cm&90 cm\\\textbf{Absolute difference}&5 cm&\underline{6 cm}&9 cm\\\textbf{Percent error}&\underline{50\%}&\underline{20\%}&\underline{10\%}\end{array}\right][/tex]

Reasons:

The formulas for the inputs in the table are;

Absolute difference = Keiko's measurement - Actual measurement

The difference between Keiko's measurement and the actual measurement can be positive or negative while the absolute difference is always positive

[tex]\displaystyle Percent \ error = \mathbf{\frac{Keiko's \ measurement - Actual \ measurement}{Actual \ measurement} \times 100}[/tex]

Therefore;

[tex]\displaystyle Percent \ error = \frac{ \mathbf{Absolute \ difference}}{Actual \ measurement} \times 100[/tex]

Which gives for Apple;

The actual measurement for Apple = 15 cm - 5 cm = 10 cm

[tex]\displaystyle Percent \ error \ for \ Apple = \frac{5 \, cm}{10 \, cm} \times 100 = \mathbf{50\%}[/tex]

Grapefruit column of the table;

Absolute difference for Grapefruit = |24 cm - 30 cm| = |-6 cm| = 6 cm

The absolute difference for Grapefruit = 6 cm

[tex]\displaystyle Percent \ error \ for \ Grapefruit = \mathbf{\frac{6 \, cm}{30 \, cm} \times 100} = 20\%[/tex]

Percent error for Grapefruit = 20%

Watermelon column of the table;

Keiko's measurement = Absolute difference + Actual measurement

Using the given options, we have, 90 - 9 = 81

Therefore, the difference = -9, while the absolute difference = 9

Keiko's measurement for Watermelon = 90 cm - 9 cm = 81 cm

[tex]\displaystyle Percent \ error \ for \ Grapefruit= \frac{9 \, cm}{90 \, cm} \times 100 = 10\%[/tex]

The completed table is as follows;

[tex]\begin{tabular}{|l|c|c|c|}&\textbf{Apple}&\textbf{Grapefruit}&\textbf{Watermelon}\\\textbf{Keiko's measurement}&15 cm&24 cm& \underline{81 cm}\\\textbf{Actual measurement}&\underline{10 cm}&30 cm&90 cm\\\textbf{Absolute difference}&5 cm&\underline{6 cm}&9 cm\\\textbf{Percent error}&\underline{50\%}&\underline{20\%}&\underline{10\%}\end{array}\right][/tex]

Learn more about percentage error here:

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Answer:

a^18

Step-by-step explanation:

(a^2 x a^2 x a^2)^3

first, calculate the product inside the parentheses

(a^6)^3

simplify the expression

a^18

Answer:

-23

Step-by-step explanation:

Answer: 126

Step-by-step explanation:

11+5=16

Step-by-step explanation:

square root of 121 is 11 and cube root of 125 is 5 i.e

11^2=121 and 5^3=125

Answer:

Step-by-step explanation:

Use DESMOS.  See attached.

Answer:

3.78

Step-by-step explanation:

Answer:

it should be a.

Step-by-step explanation:

Answer:

If the exponent was 1, the function would remain constant but if the function was between 0-1 it would decrease towards the x-axis.

Answer:

4 inches

Step-by-step explanation:

The formula is L=√((3×V)/h)

Answer:

You can expand this with this rule:

[tex]a(b+c)=ab+ac[/tex]

Similarly,

[tex]\frac{1}{4}(4x+8) =\frac{1}{4}*4x+\frac{1}{4}*8[/tex]

[tex]\frac{1}{4}*4x+\frac{1}{4}*8=x+2[/tex]

Answer:

parami es el A por q no seria basico las demas la B C y D noloson

Answer:

x = 17

Step-by-step explanation:

∠ DCE = ∠ ACE ( vertically opposite angles )

The sum of the 3 angles in a triangle = 180° , then

∠ DCE = 180° - (100 +x) = 180 - 100 - x = 80 - x

∠ ACE = 180 - (49 + 4x) = 180 - 49 - 4x = 131 - 4x

Equating the 2 angles

80 - x = 131 - 4x ( add 4x to both sides )

80 + 3x = 131 ( subtract 80 from both sides )

3x = 51 ( divide both sides by 3 )

x = 17

Answer:

35

Step-by-step explanation:

7a -7b

Let a-b = 5

Factor

7(a-b)

7(5)

35

Answer:

a=5+7b/7

Step-by-step explanation:

7a-7b

a-b=5

7a-7b=5

7a-7b+7b=5+7b

7a-0=5+7b

7a=5+7b

7a=5+7b/7

a=5+7b/7

Lets look at each one:

A. 7x+x+8=16x

This left side will be 8x + 8, so its wrong.

B. x+x+1+1=2x+2

This left side will be 2x + 2, it is right!

C. 5(x+3)=5x+5

This left side will be 5x+15, so its wrong.

D. 9x−18=9(x+2)

This left side will be 9(x-2), so its wrong.

Our answer is going to be B) x+x+1+1=2x+2

x + x = 2x

1 + 1 = 2

2x + 2

I hope this helps! :)

Answer:

Step-by-step explanation:

All the whole numbers or integers between 6 and 28 are rational numbers because they can be expressed as improper fractions as for example 7 = 7/1 but the square root of 7 is an irrational number because it can't be expressed as a fraction.

Answer:

√101 (square root of 101)

Step-by-step explanation:

Irrational numbers are numbers that can't be written as fractions.

The square root of 101 is irrational because it is not a perfect square which means that it has an infinite amount of numbers after the decimal point. Because of this the square root of 101 cannot be expressed as a fraction.

Answer:

4

Step-by-step explanation:

Answer:

x = 5/4

Step-by-step explanation:

x-3=2-3x​

Add 3x to each side

x+3x-3=2-3x​+3x

4x-3 = 2

Add 3 to each side

4x-3+3 = 2+3

4x =5

Divide each side by 4

4x/4 = 5/4

x = 5/4

Answer:

5/4

Step-by-step explanation:

[tex]x-3=2-3x\\-3=2-4x\\-5=-4x\\\frac{-5}{-4} =x\\x=\frac{5}{4}[/tex]

Combine all like terms by moving them to their respective sides, then simplify as best you can.

Answer:

its got 6

Step-by-step explanation:

I REALLY DONT KNOW

Answer:

Step-by-step explanation:

Let t be the unit cost of the tomatoes:  e. g., t = $1.25/lb.

If Keith spent $8 on tomatoes, the number he bought would then be

   $8

------------- = 6.4 lb of tomatoes

$1.25/lb

Of course he couldn't buy 0.4 tomato, but this method of calculating how many tomatoes he could buy theoreticallyl is correct.

The general formula would be

   $8

------------   and the end result would be the number of pounds Keith could

  $t / lb                               buy for $8.