Can yall help me with this

Answer:  the degree will go down 90 degrees

Step-by-step explanation: An obtuse triangle is one that has an angle greater than 90°. An acute triangle is defined as a triangle in which all of the angles are less than 90°.

Answer:

x= -5

Step-by-step explanation:

Isolate the variable by dividing the factors that don't contain the variable.

Hope this helps. Plz give brainliest.

Answer:

Positive exponent

Step-by-step explanation:

Like x root 1 , 2 , 3 etc

If it said negative exponent then x root -1, -2 etc etc.

Answer:

Step-by-step explanation:

When writing negative exponents as positive exponents, you move the base (the number being exponentiated) to the denominator and the exponent becomes positive.

For example: \(4^{-3} =1/4^3\\\\\)

Answer:

12.1

Step-by-step explanation:

A^2+b^2=c^2

a^2+49=196

196-49=a^2

sqrt147=a

12.1=a

Answer:

x = 12.1 in.

Step-by-step explanation:

a² + b² = c²

7² + x² = 14²

49 + x² = 196

x² = 147

x = sqrt(147)

x = 12.1 in.

In response to the stated question, we may state that As a result, the prism value of x is around 6.432 cm.

A prism is a polyhedron with either an n-sided polygonal basis, a second base that is a shifted copy of the original base, and n extra faces (essentially all parallelograms), with two connecting the corresponding sides of the base. Any cross sections those are parallel to the base are translations of it. A prism is a three separate, solid, three-dimensional object with two faces. It has the same merge, flat sides, and similar bases. Faces of a prism are parallelograms or rectangles with out any bases. A prism is a refracting item that is homogeneous, solid, and transparent, contained by planes that are obliquely oriented to one another. A typical prism has two triangular faces and parallel square faces. They are made of either glass or metal.

Two congruent triangles and three rectangular faces make up the right triangular prism.

L is the length of the rectangular faces.

W is the width of the rectangular faces.

H is the height of the rectangular faces and the prism.

B is the triangle's base.

x is the height of the triangles.

SA = 2B + PH

B = 1/2 * base * height

B = 1/2 * 13 cm * x = 6.5x cm²

P = 13 cm + 5 cm + x = 18 cm + x

SA = 2B + PH

376.8 cm² = 2(6.5x cm²) + (18 cm + x)(12 cm)

376.8 cm² = 13x cm² + (18 cm)(12 cm) + 12x cm²

376.8 cm² = 25x cm² + 216 cm²

25x cm² = 376.8 cm² - 216 cm²

25x cm² = 160.8 cm²

x = 6.432 cm

As a result, the value of x is around 6.432 cm.

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Answer:

S

angle S would also be an obtuse angle measuring 118°

corresponding angle

Step-by-step explanation:

Answer:

s.

Step-by-step explanation:

s is a corresponding angle to the 118 angle.

Answer: 80% of the 10 people saw the show.

Step-by-step explanation:

8/10 = 0.8, which is 80%.

I hope this helped!

Answer:

Use the chart to answer the questions.  

What is the total economic cost of building a small pyramid?

$23,000

What is the total economic cost of building a large pyramid?  

$57,500

Which pyramid has a lower total economic cost?  

the small pyramid

Step-by-step explanation: i got it correct trust me

Answer:There are the answers to your question

The total number of fourth-grade students in the school is 144

From the question, we have the following parameters that can be used in our computation:

This means that

Fourth-grade students = 6 * Ms. Smyth's fourth-grade class.

Substitute the known values in the above equation, so, we have the following representation

Fourth-grade students = 6 * 24

Evaluate

Fourth-grade students = 144

Hence, the total number of students is 144

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Answer:

\(\huge\boxed{\sf 1}\)

Step-by-step explanation:

f(x) = 3x - 4

Put x = 3

f(3) = 3(3) - 4

f(3) = 9 - 4

Also,

g(x) = x²

Put x = 2

g(2) = (2)²

Subtract Eq. (2) from Eq. (1)

= 5 - 4

\(\rule[225]{225}{2}\)

Answer:

F(3) -g(2) = 1

Step-by-step explanation:

F(3)= 3(3) -4= 5

g(2)= \(2^{2}\) = 4

f(3) -g(2)= 5-4 =1

The temperature was 42°C this afternoon. If the temperature dropped 9°C, The temperature is now 33°C.

In order to calibrate thermometers, a variety of temperature scales with distinct reference points and thermometric materials are used.The Celsius scale (°C), formerly known as centigrade, with the unit symbol °C, is the most commonly used scale, followed by the Fahrenheit scale (°F) and the Kelvin scale (K), which is mostly used for scientific purposes. One of the seven base units in the International System of Units is the kelvin (SI).

42°C - 9°C = 33°C

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Answer:

Expressions with fractional or negative exponents can be factored by pulling out a GCF. Look for the variable or exponent that is common to each term of the expression and pull out that variable or exponent raised to the lowest power. These expressions follow the same factoring rules as those with integer exponents.

Step-by-step explanation:

The exponent property that supports this technique is given as follows:

a^(m/n) = nth root of a^m.

The expression that is equals to 4^(5/2) is given as follows:

A. square root of 4^5.

The exponential expression for this problem is defined as follows:

4^(5/2).

The fraction in the exponent means that:

Then the equivalent expression to 4^(5/2) is given as follows:

square root of 4^5.

Because:

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From the figure,

∠6 and ∠3 are adjacent angles because they form supplementary angles.

∠3 and ∠2 are opposite angles so they form equal angles.

In Euclidean geometry, a parallelogram is a simple (non-self-intersecting) quadrilateral with two sets of parallel sides. The opposing or confronting sides and the opposing angles in a parallelogram are of equal length. The Euclidean parallel postulate, or one of its equivalent formulations, is a necessary precondition for both the congruence of opposite sides and opposite angles, and neither condition can be demonstrated without using it.

In contrast, a quadrilateral with just one set of parallel sides is referred to as a trapezoid or trapezium in British or American English.

A parallelepiped is the parallelogram's three-dimensional counterpart.

From the figure,

∠6 and ∠3 are adjacent angles because they form supplementary angles.

∠3 and ∠2 are opposite angles so they form equal angles.

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Answer:

x = 15

Step-by-step explanation:

Here's an easy way to solve this:

OAP appears to be a right isosceles triangle. Angle O is a right angle, so the other angles are congruent (the same).

180-90 = 90

90÷2 = 45

3x = 45

x = 15

The midpoint between the endpoints (9, -1) and (1, 15) is equal to (5, 7).

In order to determine the midpoint of a line segment with two (2) endpoints, we would add each point together and divide by two (2).

Midpoint = [(x₁ + x₂)/2, (y₁ + y₂)/2]

Substituting the given parameters into the midpoint of a line segment formula, we have the following;

Midpoint = [(x₁ + x₂)/2, (y₁ + y₂)/2]

Midpoint = [(9 + 1)/2, ((-1) + 15)/2]

Midpoint = [(10)/2, (14)/2]

Midpoint = (5, 7).

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The Jack and Erin took $112 to the fair.

To find out how much money Jack and Erin took to the fair, we can set up an equation. Let's say their total money is represented by "x".

They spent 1/4 of their money on rides, which means they have 3/4 of their money left.

They spent $20 on food and transportation, so the remaining money is 3/4 * x - $20.

According to the problem, this remaining money is 4/7 of their initial money. So we can set up the equation:

3/4 * x - $20 = 4/7 * x

To solve this equation, we need to isolate x.

First, let's get rid of the fractions by multiplying everything by 28, the least common denominator of 4 and 7:

21x - 560 = 16x

Next, let's isolate x by subtracting 16x from both sides:

5x - 560 = 0

Finally, add 560 to both sides:

5x = 560

Divide both sides by 5:

x = 112

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Answer:

let Amount of fish =X

Amount is three less than twice the amount

2X - 3

Kendall caught fish = 27

Equation is

2X - 3 =27

Step-by-step explanation:

We're asked to develop a polynomial

Integer coefficient that has zero at 3 is (x-3)

Multiplicity of 2 gives (x - 3) (x - 3)

And a zero at -5/4 gives (x + 5/4)

Put together, we have: (x - 3) (x - 3)(x + 5/4) = (x - 3)^2 (x + 5/4) = 0

The value of the arc length and area are 11. 2ft and 44.2 ft² respectively

To determine the arc length, we use the formula;

s = 2πr(θ/360)

Such that the parameters of the formula are expressed as;

Substitute the values, we get;

s = 2 × 3.14 × 8 × (80/360)

Divide the values, we get;

s = 50. 24(0. 22)

Multiply the values, we have;

s = 11. 2ft

The area of the sector is expressed as;

(θ/360º) × πr2

Substitute the values

80/360 × 3.14 ×8²

Find the square and multiply

0. 22 × 200. 96

Multiply

44.2 ft²

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The convolution integral y(t) = x(t) * h(t) for the given pair of signals x(t) and h(t) can be computed as follows:

y(t) = ∫[x(τ) * h(t - τ)] dτ

1) x(t) = δ(t) and h(t) = δ(t - 2) * (t - 1)

The convolution integral becomes:

y(t) = ∫[δ(τ) * δ(t - τ - 2) * (τ - 1)] dτ

To evaluate this integral, we consider the properties of the Dirac delta function. When the argument of the Dirac delta function is not zero, the integral evaluates to zero. Therefore, the integral simplifies to:

y(t) = δ(t - 2) * (t - 1)

The convolution result y(t) is equal to the shifted impulse response h(t - 2) scaled by the factor of (t - 1). This means that the output y(t) will be a shifted and scaled version of the impulse response h(t) at t = 2, delayed by 1 unit.

In summary, for x(t) = δ(t) and h(t) = δ(t - 2) * (t - 1), the convolution integral y(t) = x(t) * h(t) simplifies to y(t) = δ(t - 2) * (t - 1).

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Answer:

1/2

Step-by-step explanation:

(-6-(-4)/(3-7)

(-6+4)/-4

-2/-4

1/2

The  solution of the given system of equations is (8, -1). of the given system of equations is (8, -1).

One method to solve the given system of equations is substitution:

- Solve one of the equations for one of the variables (e.g., x = 9 + y from the second equation).

- Substitute the expression for the variable into the other equation.

- Solve the resulting equation for the remaining variable.

- Substitute the value for the remaining variable back into one of the original equations to find the value of the other variable

Using this method with the given equations

- x - y = 9 -> x = 9 + y

- 3x + 2y = 22 -> 3(9 + y) + 2y = 22

- Simplifying and solving for y: 27 + 5y = 22 -> 5y = -5 -> y = -1

- Substituting y = -1 into x = 9 + y: x = 8

To check this solution, we can substitute these values back into both original equations and confirm that they are true statements.

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The statement suggesting that larger groups are more effective than smaller groups is false. Smaller groups tend to have better communication, efficiency, and individual participation.

The statement suggests that larger groups, specifically groups of twenty to thirty people with representatives from multiple subgroups, are more effective than smaller groups of six to eight people. However, this statement is generally considered false for several reasons:

Larger groups can face challenges in communication and coordination. With more members, it becomes more difficult to ensure effective information sharing, active participation, and clear decision-making. Small groups often have better communication and coordination due to fewer individuals involved.

Smaller groups tend to be more efficient and productive. In larger groups, there can be increased time spent on managing diverse opinions and reaching consensus, which can slow down the decision-making process and hinder productivity. Smaller groups can often make quicker decisions and accomplish tasks more efficiently.

Larger groups may result in reduced individual participation. Some members may feel less inclined to contribute or may be overshadowed by more dominant personalities. In smaller groups, each member can have a more significant impact and be actively engaged in the group's work.

Smaller groups tend to foster better group dynamics and cohesion. It is easier for members to develop strong relationships, trust, and a shared sense of purpose in smaller groups. Larger groups can struggle with maintaining cohesiveness and a sense of belonging.

While larger groups may have certain advantages, such as a broader range of perspectives and resources, the statement disregards the potential drawbacks of managing larger groups effectively. Overall, smaller groups often exhibit better communication, efficiency, and individual participation, making the statement false in general.

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Given statement solution is :- To construct a grouped frequency distribution for the given test scores data, we will use the provided classes: 30-40, 40-50, and so on. Here's the grouped frequency distribution:

Classes Frequency

30-40 2

40-50 3

50-60 4

60-70 8

70-80 9

80-90 7

90-100 7

To construct a grouped frequency distribution for the given test scores data, we will use the provided classes: 30-40, 40-50, and so on. Here's the grouped frequency distribution:

Classes Frequency

30-40 2

40-50 3

50-60 4

60-70 8

70-80 9

80-90 7

90-100 7

To create this distribution, we count the number of scores that fall within each class range. For example, the class 30-40 has 2 scores falling within that range (35 and 39), and the class 40-50 has 3 scores (45, 48, and 48).

Note: It seems there is an inconsistency in the data provided. The class range 70-80 has 9 scores, but the frequencies given for the other classes do not match the actual number of scores falling within those ranges. Therefore, I have used the actual counts from the data to construct the grouped frequency distribution.

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The geometric average of the five returns is 20.14.%

Geometric average or geometric mean is the average of a set of values calculated using the products of the terms or values.

The geometric average of a data set containing n observations is the nth root of the product of the values.

Calculating the geometric average of the following five returns: -36.81%, 19.14%, 23.77%, -6.34%, 31.17%:

n = 5

Geometric average = \(\sqrt[5]{(-36.81) \times (19.14) \times (23.77) \times (-6.34) \times (31.17)}\)

Geometric average = 20.14%

In conclusion, the geometric average  mean is obtained as the  nth root of the product of the values.

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Answer:

x = 10

Step-by-step explanation:

∡BDC = ∡ABD

ΔDBC = 20 + 5x - 2 + 112

180 = 20 + 5x - 2 + 112

180 = 5x + 130

50 = 5x

10 = x

The scale of measurement used for the independent variable in a research study is determined by the nature of the variable and the research question. The four scales of measurement are nominal, ordinal, interval, and ratio.

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Answer:

Answer is D

Step-by-step explanation:

Day 1 = 60

Day 2 = 120

Day 3 = 180

Day 4 = 240

Day 5 = 300

Day 6 = 360

Day 7 = 420

Day 8 = 480

The graph D will show the best relationship between  the number of days and the number of frozen treats sold.

In math, a graph can be defined as a pictorial representation or a diagram that represents data or values in an organized manner.

It is given that he sells 60 frozen treats per day so everyday the frozen treats are multiplied by 60.

We can see the linear relationship between frozen treats and number of days.

Day 1 -  60

Day 2 - 120

Day 3-  180

Day 4-   240

Day 5-  300

Day 6-  360

Day 7-  420

Day 8-  480

Hence the graph D will show the best relationship between  the number of days and the number of frozen treats sold.

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