-10 (x+3) - 6x + 5
O -41x
0 -16x - 25
O 3x + 5
O 4x + 35

In the quadrilateral ACDE, we can identify two congruent angles: angle CDA and angle C'EA.

In the given diagram, we have ACDE as a quadrilateral, and we know that CD is congruent to CE. To identify two congruent angles, let's examine the properties of the quadrilateral.

Since ACDE is not specified to be a particular type of quadrilateral (such as a parallelogram or rectangle), we cannot directly infer congruent angles from its properties.

However, we can make use of some general properties of quadrilaterals to identify two congruent angles. One property is that the sum of the interior angles of a quadrilateral is always 360 degrees.

Let's consider angle C as one of the angles in ACDE. Since CD is congruent to CE, we can denote angle CDE as angle C' to represent the congruent angles.

Now, using the property that the sum of the interior angles of a quadrilateral is 360 degrees, we can express the relationship between the angles of ACDE as:

∠ACD + ∠CDE + ∠DEA + ∠EAC = 360 degrees

Since CD is congruent to CE, angles CDA and CEA are also congruent (opposite angles in a quadrilateral). So, we can rewrite the equation as:

∠ACD + ∠CDA + ∠C'EA + ∠EAC = 360 degrees

Since we want to identify two congruent angles, let's focus on angles CDA and C'EA. These two angles are formed by the intersection of the congruent sides CD and CE with different adjacent sides.

Therefore, we can conclude that angles CDA and C'EA are congruent in ACDE.

In summary, in the quadrilateral ACDE, we can identify two congruent angles: angle CDA and angle C'EA.

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Answer:

(a) - \(y=-2x+18\)

(b) - \(y=\frac{1}{2} x-\frac{9}{2}\)

Step-by-step explanation:

Given the equation of a line, which we'll call line 1, find the following.

(a) - The equation of a line, which we'll call line 2, that is parallel to line 1 and travels through the point (9,0)

(b) - The equation of a line, which we'll call line 3, that is perpendicular to line 1 and travels through the point (9,0)

Given:

\(3y+6x=-6\)

(1) - Write the equation of line 1 in slope-intercept form

\(\boxed{\left\begin{array}{ccc}\text{\underline{Slope-Intercept Form:}}\\y=mx+b\\\bullet \ m \ \text{is the slope of the line}\\\bullet \ b \ \text{is the y-intercept of the line}\end{array}\right}\)

\(3y+6x=-6\\\\\Longrightarrow 3y=-6-6x\\\\\Longrightarrow y=-\frac{6}{3} -\frac{6}{3}x \\\\\therefore \boxed{y=-2x-2}\)

Thus, we can conclude the slope of line 1 is -2.

(2) - Answering part (a)

To find a line that is parallel to line 1, the slopes must be the same, -2. Use the point-slope form for a line to find the equation for line 2.

\(\boxed{\left\begin{array}{ccc}\text{\underline{Point-Slope Form:}}\\y-y_1=m(x-x_1)\\\bullet \ m \ \text{is the slope of the line}\\\bullet \ (x_1,y_1) \ \text{is a point the line passes through}\end{array}\right}\)

\(y-y_1=m(x-x_1); \ \text{Recall that} \ m=-2 \ \text{and} \ (x_1,y_1)=(9,0)\\\\\Longrightarrow y-0=-2(x-9)\\\\\therefore \boxed{\boxed{ y=-2x+18}}\)

Thus, the equation for line 2 is found.

(2) - Answering part (b)

To find a line that is perpendicular to line 1, the slope of line 3 must be the opposite-reciprocal of line 1's. Once again, use the point-slope form of a line to find the equation of line 3.

\(y-y_1=m(x-x_1); \ \text{Recall that} \ m=\frac{1}{2} \ \text{and} \ (x_1,y_1)=(9,0)\\\\\Longrightarrow y-0=\frac{1}{2}(x-9)\\\\\therefore \boxed{\boxed{ y=\frac{1}{2} x-\frac{9}{2} }}\)

Thus, the equation of line 3 is found.

Answer:

48/24

Step-by-step explanation:

You didn't say which one is line BC so I'm going to give you the answer 48 for the entire line but if you are asking for the middle point to end point then it is 24.

Answer:

g(x) = (x - 4)^2 - 5, and the vertex is (4, -5)

Step-by-step explanation:

Please, use " ^ " to indicate exponentiation:  g(x) = (x - 4)^2 – 5.  Comparing this to y = a(x - h)^2 + k, we see that h must be 4 and k must be -5.  Thus, the vertex is (4, -5).

Make a table showing several x-values and the corresponding y-values:

x       g(x) = (x - 4)^2 - 5                     (x, y)

0                    (-4)^2 - 5 = 11               (0, 11)

4                (4 - 4)^2 - 5 = -5               (4, -5)

The input is 8, the output of the function f(x) would be -5.

What is the function?

Function is a relationship or expression involving one or more variables.  It has a set of input and outputs.

Functions are ubiquitous in mathematics and are essential for formulating physical relationships in the sciences. The modern definition of function was first given in 1837 by the German mathematician Peter Dirichlet

To find the output of the function f(x) when x is 8, we substitute x = 8 into the function and simplify:

f(x) = 8/x - 6

f(8) = 8/8 - 6

f(8) = 1 - 6

f(8) = -5

Hence, if the input is 8, the output of the function f(x) would be -5.

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Answer:

A. 31 cm

Step-by-step explanation:

Hopefully its right :)

Answer: 30

Step-by-step explanation:

(Assuming the line is a tangent)

Answer:

2 x  − 6

Explanation:

"Six less than.." means "Subtract 6 from".

Do not confuse this with "Six less..." which means "Subtract from 6".

Confusing, I know.

We know that "Double a number" means  

2 x , where  x  is your mystery number.

Therefore, we have:

2 x  −  6 , which translates to "6 less than 2x" or "6 less than twice a number"

9514 1404 393

Answer:

Step-by-step explanation:

1. Let x represent the number of apples left. Then the number of mangosteens left is 1/6x. The starting number in each case is the number left plus the number sold. The starting numbers are equal, so we have ...

  x + 201 = (1/6)x +366

  5/6x = 165 . . . . . . . . . . subtract 1/6x+201

  x = 198 . . . . . . . . multiply by 6/5

198 apples were left.

__

2. Let d represent the cost of a drink. The cost of a drink is 3/5 the cost of a snack, so the cost of a snack is 5/3 the cost of a drink. Then Alice's total expenditure was ...

  15d +12(5/3d) = 42

  35d = 42 . . . . . . . . . . . . . . collect terms

  d = 42/35 = 6/5 = 1.20 . . . divide by 35

The cost of a drink was $1.20.

The statement is true. Solving a linear system is the same as finding the solution set of the system. The solution set of a linear system can also expressed using a parametric description.

A linear system can be solved by locating a parametric description of the solution set. The set of all vectors that fulfil a linear system is known as the solution set, and we can parametrically define this set by expressing the solutions in terms of one or more parameters.

We can determine the pivot variables and the free variables once the system is in row-echelon form. The remaining equations determine the values of the pivot variables, which are the leading coefficients in the equations.

In conclusion, since both entail discovering the values of the variables that satisfy the system, finding a parametric description of the solution set of a linear system is comparable to solving the system.

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Answer: Rhombus — A= pq/2

Rectangle — A= lw (length times the width)

Parallelogram — A = bh (base times the height)

Kite — A= pq/2

Step-by-step explanation:

The two-dimensional shape of a rectangle, where larger model of figure  whose length L of the side in figure is 75cm.

Four straight sides and four right angles make up the two-dimensional shape of a rectangle. It is a type of parallelogram since its opposite sides are parallel and it is a type of quadrilateral because it has four sides. A rectangle's two primary dimensions are length and width, and these sides are perpendicular to one another. A rectangle's perimeter is determined by adding the lengths of all four sides, while its area is determined by multiplying its length by its breadth.

If we see the diagram, two figures are same but large in ratio size;

So we can follow the similarity rule,

⇒ 8/60 = 10/L

⇒ 8L = 600

⇒ L = 600/8

⇒ L = 75cm

Therefore, the length of the side L in Figure B is 75cm.

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Complete Question-

Step-by-step explanation:

Find the values of x and y to determine how many solutions.

Use the elimination method. Add both of the equations.

Sum:

\(3y=-1\)

Divide each side by 3:

\(\boxed{y=-\frac{1}{3}}\)

Substitute y = -(1/3) into the first equation:

\(-5x+6(-\frac{1}{3})=-2\)

Multiply:

\(-5x-2=-2\)

Add 2 to both sides:

-5x = 0

We can determine:

\(\boxed{x=0}\)

(0, -1/3)

The system of equations have 1 solution.

Answer:

Yes, this triangular table is a right triangle. It is a 3, 4, 5 Pythagorean triple.

What is a right triangle?

A right triangle is a triangle in which one of the angles is 90 degrees, making the other two angles acute angles.

What is a Pythagorean triple?

A Pythagorean triple is a set of three whole numbers, a < b < c, for which,

a^2 + b^2 = c^2

Answer:

yes it is a right triangle

Step-by-step explanation:

to find out we can use the Pythagorean theorem

a^2+b^2=c^2

We can use the shorter angles for a and b and see if this equals 5

3^2+4^2=c^2

9+16=c^2

25=c^2

Square root both sides

5=c

This triangle is a right triangle

Hopes this helps please mark brainliest

Answer:

18.84

Step-by-step explanation:

To find the diameter of an question, multiple the radius by 2, since the radius always covers half of the circular clock. Then multiple 12 x pi = 18.84.

(pi = 3.14)

Hey there! :)

Answer:

D: [8, 12].

R: [-10, -6].

Step-by-step explanation:

Notice that the endpoints of the graph are closed circles. This means that square brackets will be used:

The graphed equation is from x = 8 to x = 12. Therefore, the domain of the function is:

D: [8, 12].

The range goes from y = -10 to -6. Therefore:

R: [-10, -6].

Answer:

D: [8 , 12]

R: [-10 , -6]

Step-by-step explanation:

Well for this parabola domain and rage are acttually limited because of the solid dots you see on the graph.

So first things first, what is range? Well range is the amount of y values on a line or anything in a graph.

And what’s domain? Domain is the amount of x values on a line or whatnot.

So let’s do domain first.

On the parabola the first x value is 8 and the last is 12 so we have to write this in interval notation which is  [8 , 12].

Now for range the lowest y value is -10 and the highest is -6 so in interval notation it is [-10 , -6].

Answer:

y=5x+5

Step-by-step explanation:

to find the slope of the line: 25-(-5)/4-(-2)=30/6=5

so the slope is 5

to find the y-intercept:

y=5x+b

25=5(4)+b (i used the point (4, 25) and plugged in 4 for x and 35 for y)

b=5

so, the equation of the line is: y=5x+5

Answer:

Falso

Step-by-step explanation:

Answer:

what the other person said

Step-by-step explanation:

Answer:

ur gay landen

Step-by-step explanation:

Answer:

a) -14

b) -10

Step-by-step explanation:

Answer: a. -14 points    B. -10 pounds

Step-by-step explanation:

they both decrease/ or subtract.  

The z-statistic test was conducted to determine the Deviation of RPM, ASM, and LF from the mean. The test indicates that RPM, ASM, and LF significantly deviate from the mean.

Report on the Analysis of American Airlines (Domestic) PerformanceThe quantitative analysis focused on three variables- load factors, revenue passenger miles, and available seat miles for American Airlines.

The Bureau of Transportation Statistics data for domestic flights from January 2006 to December 2012 was retrieved for the analysis. The quantitative analysis also focused on finding critical statistical values like mean, median, mode, standard deviation, variance, and minimum/maximum variables. The results of the data are summarized in Table 2. Revenue Passenger Miles (RPM) mean is 6,624,897, the median is 6,522,230, and mode is NONE. The minimum is 5,208,159 and the maximum is 8,277,155. The standard deviation is 720,158.571, and the variance is 518,628,367,282.42.

Load Factors (LF) mean is 82.934, the median is 83.355, and mode is 84.56. The minimum is 74.91, and the maximum is 89.94. The standard deviation is 3.972, and the variance is 15.762. The Available Seat Miles (ASM) mean is 7,984,735, the median is 7,753,372, and mode is NONE. The minimum is 6,734,620, and the maximum is 9,424,489. The standard deviation is 744,469.8849, and the variance is 554,235,409,510.06.Figure 1 above displays the performance of American Airlines (Domestic).

The mean RPM is 7,984,735, and the linear regression line is y = 50584x - 2.53E+8. The linear regression line indicates a positive relationship between RPM and year, with a coefficient of determination, R² = 0.6806. A coefficient of determination indicates the proportion of the variance in the dependent variable that is predictable from the independent variable. Therefore, 68.06% of the variance in RPM is predictable from the year. A one-way ANOVA analysis of variance test was conducted to determine the equality of means of three groups of variables; RPM, ASM, and LF. The null hypothesis is that the means of RPM, ASM, and LF are equal.

The alternative hypothesis is that the means of RPM, ASM, and LF are not equal. The level of significance is 0.05. The ANOVA results indicate that there is a significant difference in means of RPM, ASM, and LF (F = 17335.276, p < 0.05). Furthermore, a post-hoc Tukey's test was conducted to determine which variable means differ significantly. The test indicates that RPM, ASM, and LF means differ significantly.

The skewness test was conducted to determine the symmetry of the distribution of RPM, ASM, and LF. The test indicates that the distribution of RPM, ASM, and LF is not symmetrical (Skewness > 0).

Additionally, the z-statistic test was conducted to determine the deviation of RPM, ASM, and LF from the mean. The test indicates that RPM, ASM, and LF significantly deviate from the mean.

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Answer:

Thanks for some points

Step-by-step explanation:

Answer:

the answer is 1.6%

Step-by-step explanation:

0.016 × 100/100 =

0.016 × 100% =

(0.016 × 100)% =

1.6%

hope this helps : )

Answer:

\(1.6\%\)

Step-by-step explanation:

\(0.016 = \frac{16}{1000} \)

let's write this fraction as a percentage

\( \frac{16}{1000} \times 100\% \\ = 1.6\%\)

hope this helps

brainliest appreciated

good luck! have a nice day!

Answer:

x = 42

y = 21

Step-by-step explanation:

Since its a right triangle, we have:

sin x = opposite/hypotenuse

cos x = adjacent/hypotenuse

\(sin (60) = \frac{21\sqrt{3} }{x} \\\\x= \frac{21\sqrt{3} }{sin (60)} \\\\x= \frac{21\sqrt{3} }{\frac{\sqrt{3} }{2} } \\\\x = \frac{21\sqrt{3} *2 }{\sqrt{3} } \\\\x = 21*2\\\\x = 42\)

\(cos (60) = \frac{y}{x}\\\\cos (60) = \frac{y}{42}\\\\y = cos (60)*42 \\\\y = \frac{1}{2} * 42\\\\y = 21\)

The number of germs that double every minute after 20 minutes will be 9.5×10¹³

Number of germs present = 5

Time taken to double in number = 1 minute

Time passed = 20 minutes

Number of times they have doubled in 20 minutes = \(\frac{20}{1}\) =20 times

The total number of germs after 20 minutes = 5x5x5......(20 times) =95367431640625

This can be written in scientific notation as 9.5x10¹³

Thus, after 20 minutes there will be 9.5x10¹³ number of germs.

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Answer:

Yes

Step-by-step explanation:

Yesterday would be Thursday and the day after next would be Sunday

Answer:

Step-by-step explanation:

Hello!

The variable of interest is

X: hourly wage of a high school student

X~N(μ;σ²)

X[bar]= $8.25

σ= $0.25

For a 95% CI for the average hourly wage for 1 high school student:

For this exercise you have to consider the sample size n=1

a) The margin of error of the CI is calculated as:

d= \(Z_{1-\alpha /2}\) * σ

1-α: 0.95 ⇒ α:0.05

1-α/2:0.975

\(Z_{1-\alpha /2}= Z_{0.975}= 1.96\)

d= 1.96 * 0.25= 0.49

b)

The formula for the interval is

X[bar] ± \(Z_{1-\alpha /2}\) * σ

[8.25 ± 0.49]

[7.76; 8.74]

With a 95% you'd expect the interval $[7.76; 8.74] to include the average hourly wage of one high school student in Illinois.

c)

Te calculated interval is $ [7.76; 8.74] the value $9.15 does nor fall within that acceptable range.

I hope this helps!

There is approximately an 89.44% probability that a box of cereal is underfilled by 5 g or more.

To find the probability that a box of cereal is underfilled by 5 g or more, we need to calculate the probability of obtaining a weight measurement below 345 g.

First, we can standardize the problem by using the z-score formula:

z = (x - μ) / σ

Where:

x = the weight value we want to find the probability for (345 g in this case)

μ = the mean weight (350 g)

σ = the standard deviation (4 g)

Substituting the values into the formula:

z = (345 - 350) / 4 = -1.25

Next, we can find the probability associated with this z-score using a standard normal distribution table or a statistical calculator.

The probability of obtaining a z-score less than -1.25 is approximately 0.1056.

However, we are interested in the probability of underfilling by 5 g or more, which means we need to find the complement of this probability.

The probability of underfilling by 5 g or more is 1 - 0.1056 = 0.8944, or approximately 89.44%.

Therefore, there is approximately an 89.44% probability that a box of cereal is underfilled by 5 g or more.

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