Determine if the triangles are similar. If similar, state how and complete the similarity
statement. If not similar, select N/A.
Are the triangles similar?
How are they similar?
Complete the similarity statement: AYXZ ~
HELP ASAP 15 points

Answer:

The answer is 10

Step-by-step explanation:

Answer:

Jenny James would need to have a score of 97 out of 100 points in order to have an average of 90.

Step-by-step explanation:

Given that:

Scores of four tests

78, 89, 90 and 96

Let,

x be the score on fifth test.

Average is the sum of quantities divided by total number of quantities.

Average = 90

Average = [tex]\frac{Sum\ of\ scores}{No.\ of scores}[/tex]

Putting the values in the formula;

[tex]90=\frac{78+89+90+96+x}{5}\\90=\frac{353+x}{5}\\90*5=353+x\\450=353+x\\450-353=x\\x=97[/tex]

Hence,

Jenny James would need to have a score of 97 out of 100 points in order to have an average of 90.

Answer:

b=1

Step-by-step explanation:

1) Distribute

6+7b-7=5+b

2) Combine like ter,s

7b-1=5+b

3) Isolate variable

6b=6

4) Solve

b=1

Answer:

b = 1

Step-by-step explanation:

6 + 7b - 7 = 5 + b

7b - b = 5 - 6 + 7

6b = 6

b = 1

Given:

ΔONP and ΔMNL.

To find:

The method and additional information that will prove ΔONP and ΔMNL similar by the AA similarity postulate?

Solution:

According to AA similarity postulate, two triangles are similar if their two corresponding angles are congruent.

In ΔONP and ΔMNL,

[tex]\angle ONP\cong \angle MNL[/tex]       (Vertically opposite angles)

To prove ΔONP and ΔMNL similar by the AA similarity postulate, we need one more pair of corresponding congruent angles.

Using a rigid transformation, we can prove

[tex]\angle NOP\cong \angle NML[/tex]

Since two corresponding angles are congruent in ΔONP and ΔMNL, therefore,

[tex]\Delta ONP\sim \Delta MNL[/tex]        (AA postulate)

Therefore, the correct option is A.

Similar triangles may or may not be congruent.

The additional information to prove ΔONP and ΔMNL are similar by AA similarity postulate is (a) Use a rigid transformation to prove ∠NOP ≅ ∠NML.

From the question, we have:

[tex]\mathbf{\triangle ONP \sim \triangle MNL}[/tex] --- ONP and MNL are similar triangles

Because the similarities of the triangles are to be proved by AA postulate, the following angles must be corresponding and congruent

[tex]\mathbf{\angle ONP \cong \angle MNL}[/tex]

[tex]\mathbf{\angle NOP \cong \angle NML}[/tex]

[tex]\mathbf{\angle PON \cong \angle LMN}[/tex]

Option (b) is incorrect because angles NOP and ONP are not corresponding angles

Options (c) and (d) are incorrect, because they prove the similarities by lines segments.

Hence, the correct option is (a).

This is so because, it proves the similarities of both triangles by using corresponding angles.

Read more about similar triangles at:

https://brainly.com/question/20502441

its either A or B

Step-by-step explanation:

its not C or D because it has to be an acute angle

Answer:

yes

Step-by-step explanation:

brainiest plz

Answer:

B

Step-by-step explanation:

The equation is y=mx+b

m=slope

b=y-intercept

Answer:

b

Step-by-step explanation:

The slope intercept form of a line  is given by

y = mx+b  where m is the slope and b is the y intercept

Answer:

3

Step-by-step explanation:

5-2x3+4

Answer:

i think its 76x - 15

Step-by-step explanation:

Sorry if its wrong

Answer:

Answer is 76x -15

Step-by-step explanation:

Answer:

15.7

Step-by-step explanation:

circumference = pi x diameter

3.14 x 5 = 15.7

Answer:

B

Step-by-step explanation:

If it’s right can you mark me brainliest ty

The conversion of 10 kg⋅cm/s2 in Newton is 1×10−1 N so option (A) will be correct.

To convert any unit into another is called a unit conversion.

In order to convert units, we need to care about their dimensions their dimension should not be changed.

For example conversion of a kilometer to a meter is to multiply by 1000 but meter and kilometer both unit is for distance only.

Another example could be kilo gram to gram.

Given the metric unit of force,

10 kg⋅cm/s²

Since,

1 meter = 100 cm ⇒ 1 centimeter  = 0.01meter

So,

10 kg⋅cm/s² = 10 kg (0.01)m/s²

10 kg⋅cm/s² = 10 × 0.01  kg m/s²

10 kg⋅cm/s² = 1×10−1  kg m/s²

Since,

kg m/s² = Newton (N)

So,

10 kg⋅cm/s² = 1×10−1 N

Hence "The conversion of 10 kg⋅cm/s2 in Newton is 1×10−1 N ".

To learn more about unit conversion,

brainly.com/question/11543684

#SPJ6

Answer: This triangle is an iscoceles acute traingle. It is also an isocelceles right triangle

Step-by-step explanation: In the traingle, you have 2 45 degree angles. That means isoceles acute is correct. Isoceles right is also correct because you have a right angle and 2 equal angles.

Answer:

2 t / 1 c

2/1=x/3

6=x

6 tablespoons

Answer:

8 Tablespoons trust me.

Step-by-step explanation:

Answer:

110

Step-by-step explanation:

y=5x−2 , y=−2x+5

Eliminate the equal sides of each equation and combine.

5x−2=−2x+5

Move all terms containing

x

to the left side of the equation.

Tap for more steps...

7x−2=5y=−2x+5

Move all terms not containing

x

to the right side of the equation.

Tap for more steps...

7x=7y=−2x+5

Divide each term by

7

and simplify.

Tap for more steps...

x=1y=−2x+5

Replace all occurrences of x in y=−2x+5 with 1.

x=1y=−2⋅1+5

Simplify −2⋅1+5.

Tap for more steps...

x=1y=3

The solution to the system of equations can be represented as a point.(1,3)

The result can be shown in multiple forms.

Point Form:(1,3)

Equation Form:

x=1,y=3

Answer:

n=2 dont add your -6n and 21 together only variables can go with variables and you learn this in 6th-7th grade anyway.

Answer:

6

Step-by-step explanation:

30/90 is 1/3.   1/3 is equal to 6/18

Hope that helpsssss :DD

Answer:

6

Step-by-step explanation:

30/90 = 1/3

If you multiply 6 by 3, you get 18

Answer:

Step-by-step explanation: h = -2t + 25

2t = the distance the glider will pass descending with constant speed of 2 m/s (distance = speed*time)

25 = the initial height that will decrease by the distance that the glider will pass while descending during time t

Answer:

There are five possible types of solutions to the system of nonlinear equations representing an ellipse and a circle

Step-by-step explanation:

P.S Can I have brainliest?

Answer:

Step-by-step explanation:

Depends on how many points on the graph

Answer:

Difference= $3,090.15 in favor of compounded interest

Step-by-step explanation:

Giving the following information:

Present value (PV)= $8,500

Ineterest (i)= 0.025/12= 0.00208

Number of periods (n)= 360 months

We will calculate the future value of each option and determine the difference:

Simple interest:

FV= (PV*i*n) + PV

FV= (8,500*0.00208*360) + 8,500

FV= $14,864.8

Compounded interest:

FV= PV*(1+i)^n

FV= 8,500*(1.00208^360)

FV= $17,958.95

Difference= $3,090.15

Answer:

Number of gallons consumed by first car = 15 gallons

Number of gallons consumed by second car = 25 gallons

Step-by-step explanation:

Given that:

Fuel efficiency of first car = 30 miles per gallon

Fuel efficiency of second car = 15 miles per gallon

Total distance traveled = 825 miles

Total gas consumption = 40 gallons

To find:

Number of gallons consumed by each car = ?

Solution:

Let the number of gallons consumed by first car = [tex]x[/tex] gallons

As per question statement, number of gallons consumed by second car:

[tex]40-x[/tex]

Number of miles covered by a car = Fuel efficiency [tex]\times[/tex] Number of gallons consumed

Number of miles covered by first car = 30 [tex]\times[/tex] [tex]x[/tex]

Number of miles covered by second car = 15 [tex]\times[/tex] ([tex]40-x[/tex])

Using the given statement:

[tex]30x+15(40-x)=825\\\Rightarrow 30x+600-15x=825\\\Rightarrow 15x=225\\\Rightarrow x =15\ gallons[/tex]

Therefore, Number of gallons consumed by first car = 15 gallons

Number of gallons consumed by second car = 40 - 15 = 25 gallons

Answer:

(0, -2)

Step-by-step explanation:

You are correct: x = 0 at the y-intercept, and the y-intercept is show with the y-coordinate of -2

Answer: your answer is A.

From the graph, we can find the y-intercept, or where the line intercepts the y-axis, and the slope of the line to formulate our equation.

With this information, we can write the equation of the line:

C. y = -5x + 3

*Note: the slope-intercept formula for a line is y = mx + b, where m is slope and b is the y-intercept.

Answer:

f(-2) = 2

Step-by-step explanation:

Look at the graph and find -2 on the x-axis and see what the y-coordinate is on the line where x is -2. When you do this, you can see that where x is -2, y is 2.

So basically it wants the y-value :)

Answer:

1.25

Step-by-step explanation:

the answer is 1.25. To get that, I found the slope, wrote the equation in point slope form, and then I calculated when the f(x) function hits the line

Step-by-step explanation:

A. Where do you see circles and semicircles in the world around you?

1. Ring.

2. Earing

3. Coin

4. Hockey puck

5. Car tyre

6. Dartboard

7. Wreath

8. Plate

9. Hula hoop

10. Mercedes logo

11. Bass drum

12. Drain

B. Why could finding the area or circumference be helpful?

Finding the area or circumference can help us estimate the size of these circular shape/figures, it can tell us the amount of space they can occupy or the amount of materials needed to produce them