What is a necessary step for constructing parallel lines?
Draw a line that intersects the first line using a straightedge.
Draw a ray that intersects the first line at a right angle using a straightedge.
Draw arcs on either side of a given point on the line.
Draw arcs on either side of a given point off the line.
The necessary step for constructing parallel lines is to draw a line that intersects the first line using a straightedge.
What are parallel lines?Two lines are said to be parallel in a plane if they do not intersect each other even if extended till infinite in both the directions.
Steps to construct a parallel line using ruler and compass are:
Draw a line segment AB and mark any point P above the line ABDraw a line that intersects the first line using a straightedge and mark it as Point X. Now we get a line AB and a transverse PX.Open a compass more than half of the distance between PX. Using this, place the compass on Point X and scribe an arc MN on the transverse PX. Similarly, using the same distance, scribe an arc by keeping the compass on Point P and mark it as EF. The point where EF cuts PX is Q. Using this Q as a center, draw an arc marked R on EF.Join this R and P and extend the line segment and mark is as C and D.The resultant image is given below.To learn more about parallel lines, refer:
https://brainly.com/question/4954460
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50 Points!!!
(a) How would you characterize the relationship between the hours spent on homework and the test scores? Explain.
(b) Paul uses the function y = 8x + 40 to model the situation. What score does the model predict for 3 h of homework?
(c) What does the number 40 in Part (b) mean in the context of the situation?
Step-by-step explanation:
(a) How would you characterize the relationship between the hours spent on homework and the test scores? Explain
For this case what we see is that we have a scatter diagram, which we can model using a linear trend defining the following variables:
x: number of hours studied.
y: test scores.
The linear relationship would be of the form:
y = mx + b
(b) Paul uses the function y = 8x + 40 to model the situation. What score does the model predict for 3 h of homework?
y = 8x + 40
For three hours of study we have that the note would be approximate:
y = 8 * (3) + 40
y = 64
(c) What does the number 40 in Part (b) mean in the context of the situation?
The number 40 means that if you do not devote any study time, then you expect the test score to be 40.
Use the inequality to answer the following question.
0.06g + 0.6< 6
Which set of values contains possible solutions for g?
( 45,50,60)
(45,50,59)
(45,60,70)
(35,45,65)
Answer:
45,50,60Step-by-step explanation:
pa correct nlng ty sa points.Write the slope-intercept form of the equation of the line that is parallel to AB and passes through Point X. Show all
work for full credit.
10
х
(-5, 10)
А
8
(-10, 8)
6
6
(2, 3)
2 B
-10
-8
6
-4
2
2
2
4
6
8
10
2
cy
4
6
8
8
-10
find y=mx+b for line parallel to AB.
The line that is parallel will have the same slope as line AB:
the slope of line AB is
m=(8-3)/(-10-2)
=5/-12
=-5/12
Since the line going through X is parallel the vertical distance of the new line to AB is the same for all values of the domain(x-axis).
at x=-5 the point X has the y value of 10 which is 4 more than the y value for AB based on the graph.
To find the intercept b of the line going through X that is parallel to AB we just add 4 to the intercept of AB, which is 4 so
4+4=8
Need help really bad please and thank you!
Answer:
Step-by-step explanation:
The side opposite the given width of x is also x.
So you have to relate 3 facts.
The angle
The adjacent side
The hypotenuse.
Formula
Cos(28) = x / 35
Solution
Cos(28) = x / 35 Multiply both sides by 35
35 cos(28) = 35 * x / 35 Cancel
35 cos(28) = x Multiply
30.90 = x
Rounded, it is 30.9
Answer:30.9 cm
Step-by-step explanation: =X/35
X= 35 cos 28'
X= 30. 90cm
width 06
Rectangle = 30.9cm
I know i use the product rule but I keep getting the wrong answer
Answer:
dx/dt | (x=3) = 27/2
Explanation:
x*y = 2 ......... (a)
At x = 3, (3)*y = 2 => y = 2/3
Differentiate (a) wrt t,
x.dy/dt + y.dx/dt = 0 ........ (b)
Put x=3, dy/dt=-3 and y=2/3 in the differential equation (b),
3(-3) + (2/3)*dx/dt = 0
dx/dt = (9*3)/2 = 27/2
What number is 85% of 112?
Answer:
So 85 percent of 112
A percentage basically means “out of a hundred”
So 85 percent is 85/100
85/100 is 0.85
KEY word is “of”, we multiply when there’s of
0.85*112= 95.2
95.2 is 85 percent of 112
What is the slope of the line passing through the points (4, -2) and (-5, 4)?
Answer:
-2/3
Step-by-step explanation:
We can use the slope formula when we have two points
m = ( y2-y1)/(x2-x1)
= ( 4 - -2)/( -5 -4)
= ( 4+2)/( -5-4)
= 6/ -9
Simplifying
= -2/3
Slope:-
m=4-(-2)/-5-4m=4+2/-9m=-6/9m=-2/3paul was given 2760$ to buy toys for a group of children.A)what would be the greatest number of toys paul could buy if each toy cost $9?B)how much money would be left after buying the toys? (wright equation)(anser it understandble)
Step-by-step explanation:
Question A-
To find: Greatest number of toys that Paul can buy with $2760
We can simply divide the total money by the toy's price-
total money/toy's price
= 2760 / 9
= 306.6
= 306 (since we cannot buy .6 of a toy we round it off to the previous number)
Question B-
To find: Amount of money left after buying the toys
The remanider of 2760/9 will give us the money left with Paul
= $6
a cassette tape makes 1980
revolutions in 1 hour .how many revolutions does it make per minute
Answer:
33
Step-by-step explanation:
There's 60 minutes in an hour
Divide the revolutions in 1 hour (1980) by 60
and that equals 33
A student takes a 10-question, multiple-choice exam with three choices for each question and guesses on each question. Find the probability of guessing exactly 4 out of 10 correctly.
Answer:
unlikely bcz it didn't reach the half of rate (10)
*20.) When (3x - 2)^2 is subtracted from 4x², the result in simplest form is
Answer:
[tex]- 5 {x}^{2} + 12x - 4[/tex]
Step-by-step explanation:
[tex]4 {x}^{2} - (3x - 2)^{2} \\ \\ = 4 {x}^{2} - [ {(3x)}^{2} - 2(3x)(2) + {(2)}^{2} ]\\ \\ = 4 {x}^{2} - [ 9 {x}^{2} - 12x + 4]\\ \\ = 4 {x}^{2} - 9 {x}^{2} + 12x - 4\\ \\ = - 5 {x}^{2} + 12x - 4[/tex]
Answer:
-5x² + 12x - 4
Step-by-step explanation:
4x² - (3x - 2)²
4x² - (3x - 2) * (3x - 2)
4x² - (9x² - 6x - 6x + 4)
4x² -1 (9x² - 6x - 6x + 4)
(4x² - 9x²) + (6x + 6x) - 4
-5x² + 12x - 4
Hope this helps!
20 points!! Please look at the picture below
Answer:
I believe the answer is D.
What is the equation of the line that passes through the point (6.-6) and has an undefined slope
Answer:
x=6
Step-by-step explanation:
If a line has an undefined slope, then it has to be a vertical line.
Since the line is vertical, there is only one x value for any given y value. This means we can use the x value in the given coordinate pair to find the equation...
x=6
please help mr with this
Kevin spins a spinner like the one shown and flips a coin. The probability of landing on purple and heads is 1/8. How many sections of the spinner should be colored purple?
===============================================
Explanation:
Let x be the number of purple sections.
x/8 represents the probability of landing on purple since we have 8 equal sections total of this pizza.
Multiply this with the probability of landing on heads (1/2)
(1/2)*(x/8) = x/16
x/16 is the probability of getting a purple section and having the coin land on heads.
Set that equal to the 1/8 mentioned in the instructions and solve for x.
x/16 = 1/8
8x = 16
x = 16/8
x = 2
Or you can solve like this
x/16 = 1/8
x/16 = 2/16
x = 2
Kevin needs to shade 2 of the sections purple.
Side note: It's a bit unfortunate that the entire paper is purple overall. Though I'm probably being a bit nitpicky right now.
If Axel can make 6 apple pies, how many people can he give a whole apple pie to
Answer:
6 people
Step-by-step explanation:
6 whole pies for 6 people
Answer:
6
Step-by-step explanation:
If each apple pie is 1 whole and Axel is giving 1 whole pie out to everybody then you take the amount of pies and that's your answer
[tex] \: [/tex]
Find the roots of the equation x2 – 3x – m (m + 3) = 0, where m is a constant.
[tex] \: [/tex]
Answer:-m or m+3
Step-by-step explanation:
[tex]x^{2} -3x -(m^{2}+3m) =0\\\\x^{2} -3x -m^{2} -3m=0\\[/tex]
[tex]x^{2} -m^{2} -3x - 3m=0[/tex]
Applying difference of two squares
⇒([tex]x^{2} -m^{2}[/tex])=(x+m)(x-m)
Substituting this for ([tex]x^{2} -m^{2}[/tex])
Factorising -3x-3m=-3(x+m)
(x+m)(x-m)-3(x+m)=0
since we have double (x+m),we'll pick one
⇒(x+m)=0
or (x-m-3)=0
⇒x=-m or x= m+3
i need help on this to bring my grade up
The Answer Is: "5x + 16"
I need help on this
Answer:
(in order)
Size small shirts: 18, 36, 63, 1800
Size large shirts: 4, 8, 14, 200
Step-by-step explanation:
For every 9 small, there is 2 large, therefore if there is 18 small, then there is 4 large because there are two 9s in 18.
Jerry walked a dog from 6:40 a.m. to 7:30 a.m. one day. If he was paid at the rate of $6 per hour, how much did he earn that day?
Answer:
$5
Step-by-step explanation:
6:40 to 7:30 is 50 minutes
6 per hour
6÷6=1
1x5=5
hope this helps
Which of the following represents a function
Answer:
All of the examples define relations between a domain and range.
Such a relation will be a function if and only if each value in the domain corresponds to at most one value in the range.
In the first example, the value
−
1
in the domain is associated with two values in the range, namely
−
5
and
1
.
In the second example, the value
−
1
in the domain is associated with two values in the range, namely
7
and
1
.
In the third example, the value
3
in the domain is associated with two values in the range, namely
2
and
4
.
In the fourth example, each of the values in the domain is associated with one value in the range, so this describes a function. Note however that the values
−
4
and
−
7
are both mapped to
5
. So the function described is not one to one and consequently its inverse is not a function.
A student completes 2/5 of a science project in 3/4 hour. At this rate what fraction of the project can the student complete per hour?
[tex]\begin{array}{ccll} completion&hours\\ \cline{1-2} \frac{2}{5}&\frac{3}{4}\\[1em] x&1 \end{array}\implies \cfrac{~~ \frac{2}{5}~~}{x}=\cfrac{~~ \frac{3}{4}~~}{1}\implies \cfrac{2}{5x}=\cfrac{3}{4} \\\\\\ 8=15x\implies \cfrac{8}{15}=x[/tex]
The fraction of the project that the student can complete per hour is 8/15
What is unit rate?There is independent quantity, and a quantity which depends on it (dependent quantity). When independent quantity moves by a unit measurement (single unit increment), the increment in dependent quantity is called rate of increment of dependent quantity per unit increment in independent quantity.
For this case the problem is asking about the amount of project that can be completed per hour.
The independent quantity is the time spent by student on the project.
The dependent quantity here is the amount of the project completed by the student in the time spent.
Thus, we get the unit rate of amount of project completed per unit amount of time (unit time is one hour here) as:
[tex]R = \dfrac{\text{Amount of project completed}}{\text{Time taken}} = \dfrac{2/5}{3/4} = \dfrac{2}{5} \times \dfrac{4}{3} = \dfrac{8}{15} \: \rm project / hour[/tex]
We used the fact that:
[tex]\dfrac{a}{b} = a \times \dfrac{1}{b}\\\\and\\\dfrac{1}{a/b} = \dfrac{b}{a}[/tex]
Thus, that student can complete the considered project's 8/15 part per hour.
Learn more about fractions here:
https://brainly.com/question/12106245
help I need an answer
Write the expression with fewer terms.
3(x−2)+4(x−2)−5(x−2)3(x−2)+4(x−2)−5(x−2)
Answer:
[tex]-15x^{2} +66x-72[/tex]
Step-by-step explanation:
Simplify or expand:
[tex]3(x-2)+4(x-2)-5(x-2)[/tex] × [tex]3(x-2)+4(x-2)-5(x-2)[/tex]
Multiply the monomials:
3(x-2)+4(x-2)-15(x-2)(x-2)+4(x-2)-5(x-2)
Apply the Distributive Property:
3x-3×2+4(x-2)-15(x-2)(x-2)+4(x-2)-5(x-2)
3x-3×2+4x-4×2-15(x-2)(x-2)+4(x-2)-5(x-2)
3x-3×2+4x-4×2+(-15x-15×(-2))(x-2)+4(x-2)-5(x-2)
3x-3×2+4x-4×2+(-15x-15×(-2))(x-2)+4x-4×2-5(x-2)
3x-3×2+4x-4×2+(-15x-15×(-2))(x-2)+4x-4×2-5x-5×(-2)
Determine the sign for multiplication or division:
3x-3×22+4x-4×2+(-15x+15×2)(x-2)+4x-4×2-5x-5×(-2)
3x-3×2+4x-4×2+(-15x+15×2)(x-2)+4x-4×2-5x+5×2
Calculate the product or quotient:
3x-6+4x-4×2+(-15x+15×2)(x-2)+4x-4×2-5x+5×2
3x-6+4x-8+(-15x+15×2)(x-2)+4x-4×2-5x+5×2
3x-6+4x-8+(-15x+30)(x-2)+4x-4×2-5x+5×2
3x-6+4x-8+(-15x+30)(x-2)+4x-8-5x+5×2
3x-6+4x-8+(-15x+30)(x-2)+4x-8-5x+10
Apply the Distributive Property
3x-6+4x-8-15x(x-2)+30(x-2)+4x-8-5x+10
3x-6+4x-8-15x×x-15x×(-2)+30(x-2)+4x-8
3x-6+4x-8-15x×x-15x×(-2)+30x-30×2+4x-8-5x+10
Determine the sign for multiplication or division:
3x-6+4x-8-15x×x+15x×2+30x-30×2+4x-8-5x+10
Multiply the monomials:
3x-6+4x-8-[tex]15x^{2}[/tex]+15x×2+30x-30×2+4x-8-5x+10
3x-6+4x-8-[tex]15x^{2}[/tex]+30x+30x-30×2+4x-8-5x+10
Calculate the product or quotient:
3x-6+4x-8-[tex]15x^{2}[/tex]+30x+30x-60+4x-8-5x+10
Reorder and gather like terms:
(3x+4x+30x+30x+4x-5x)×x+(-6-8-60-8+10)[tex]-15x^{2}[/tex]
Collect coefficients of like terms:
(3+4+30+30+4-5)×x+(-6-8-60-8+10)[tex]-15x^{2}[/tex]
Calculate the sum or difference:
(7+30+30+4-5)×x+(-6-8-60-8+10)[tex]-15x^{2}[/tex]
(37+30+4-5)×x+(-6-8-60-8+10)[tex]-15x^{2}[/tex]
(67+4-5)×x+(-6-8-60-8+10)[tex]-15x^{2}[/tex]
(71-5)×x+(-6-8-60-8+10)[tex]-15x^{2}[/tex]
66x+(-6-8-60-8+10)[tex]-15x^{2}[/tex]
66x+(-14-60-8+10)[tex]-15x^{2}[/tex]
66x+(-74-8+10)[tex]-15x^{2}[/tex]
66x+(-82+10)[tex]-15x^{2}[/tex]
66x-72[tex]-15x^{2}[/tex]
Rewrite the expression:
[tex]-15x^{2}[/tex]+66x-72
Simplify fully please
Answer:
Keep Change Flip. Then, multiply out.
You will get:
x^3 - 9x +2x^2 - 18 / 3x^3 - x^2 - 27x + 9
Now factorise top and bottom to get :
(x+2)(x+3)(x-3) / (3x-1)(x+3)(x-3)
The same bracket at the top and bottom cancels out to give the final answer of:
x+2 / 3x-1
Or
x+2 ÷ 3x-1
Hope this helps!
Use the difference of 2 squares to expand x^2-9 to (x+3)(x-3).
factorizing 3x^2 + 8x -3 gives (3x-1)(x+3). With all these, we can simplify as shown in the picture above
For a homework due tomorrow.
What is cos 45?
What is sin 45?
They are the same :)
0.7071
[tex] \cos(45) = \frac{ \sqrt{2} }{2} = 0.71(2d.p) \\ \\ \sin(45) = \frac{ \sqrt{2} }{2} = 0.71(2d.p)[/tex]
Which of the following functions has an inverse THAT IS NOT a function?
Answer:
your choice is correct
Step-by-step explanation:
f(x) = x^2 does not pass the horizontal line test (a horizontal line intersects its graph in two places), so its inverse does not pass the vertical line test. The inverse is not a function.
_____
Comment on the graph
The original function f(x)=x^2 is shown by the red curve. Its reflection across the orange dashed line y=x gives the inverse relation, in blue. The black horizontal and vertical lines show the multiple points of intersection with the curves, indicating the inverse relation is not a function.
Step-by-step explanation: hope this helps a little bit
14- 2.5f = 50
Please help
Answer:
f=-14.4
Step-by-step explanation:
[tex]14- 2.5f = 50\\\\14-50=2.5f\\\\-36=2.5f\\\\f=\frac{-36}{2.5}\\\\f=-14.4[/tex]
Hi!
14-2.5f=50
Move 14 to the right, using the opposite operation:
-2.5f=50-14
-2.5f=36
Divide both sides by -2.5 to isolate f:
f=-14.4
Note: If we divide a negative by a negative, we get a positive.If we divide a positive by a negative, we get a negative.Hope it helps!
Have a Great Day!
~Content Teen
[tex]\bf{-MistySparkles^**^*[/tex]
If one yard of material cost 2.00 how much do 5 1/2 yards cost?
Answer:
$11
Step-by-step explanation:
5*2=10 (for 5 yards) plus 1.00 for the 1/2 yard
Answer:
$ 11.00 or 11
Step-by-step explanation:
2.00 X 5 1/2 = 11
You would multiply the cost of $ 2.00 (one yard) with the total yard 5 1/2 and get 11 or $11
So your answer is for a total of 5 1/2 yards it would cost $11.
For what values of x is the expression below defined?
O A. x = 0
O B. x > 0
O c. x< 0
O D. x< 1
Answer:
x>0
Step-by-step explanation:
i took the quiz :))