need help :( plsssssssssss

If two lines are crossed by a transversal and the corresponding angles are congruent, then the lines are parallel.

1 and 5 & 4 and 8 are corresponding angles

3 and 6 are alternate interior angles

2 and 7 are alternate exterior angles

Parallel lines can be defined as lines in which they are equidistant to each other and they never intersect

When parallel lines are crossed by a transversal, several angle relationships are created. These angle relationships include:

Corresponding angles: Corresponding angles are the angles that are in the same relative position at each intersection on opposite sides of the transversal. Corresponding angles are congruent, which means that they have the same measure. For example, in the diagram below, angles 1 and 5 are corresponding angles.

1 and 5 are corresponding angles

Alternate interior angles: Alternate interior angles are the angles that are on opposite sides of the transversal and inside the parallel lines. Alternate interior angles are congruent, which means that they have the same measure. For example, in the diagram below, angles 3 and 6 are alternate interior angles.

3 and 6 are alternate interior angles

Alternate exterior angles: Alternate exterior angles are the angles that are on opposite sides of the transversal and outside the parallel lines. Alternate exterior angles are congruent, which means that they have the same measure. For example, in the diagram below, angles 2 and 7 are alternate exterior angles.

2 and 7 are alternate exterior angles

Consecutive interior angles: Consecutive interior angles are the angles that are on the same side of the transversal and inside the parallel lines. Consecutive interior angles are supplementary, which means that they add up to 180 degrees. For example, in the diagram below, angles 3 and 5 are consecutive interior angles.

Vertical angles: Vertical angles are the angles that are formed when two lines intersect. Vertical angles are congruent, which means that they have the same measure. For example, in the diagram below, angles 3 and 4 are vertical angles.

To find the missing angle measures, you can use these angle relationships. For example, if angle 1 is 122 degrees, you can use the corresponding angles relationship to find angle 5, which is also 122 degrees. Then, you can use the consecutive interior angles relationship to find angle 3, which is 58 degrees (because 122 + angle 3 = 180). You can use the same method to find the measure of angle 2, which is also 58 degrees, and the measure of angle 6, which is 122 degrees.

Therefore,  If two lines are crossed by a transversal and the corresponding angles are congruent, then the lines are parallel.

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Answer:

\((y+4)(x-4)\)

Step-by-step explanation:

Given the expression:

\(xy-4y+4x-16\)

\((xy-4y)+(4x-16)\)

Take the common factor

\(y(x-4)+4(x-4)\)

\((y+4)(x-4)\)

The factored expression is (x - 4)(y + 4).

To factor the expression xy - 4y + 4x - 16 by grouping, we first group the terms in pairs and look for common factors:

xy - 4y + 4x - 16

Now, let's factor by grouping:

Step 1: Group the terms in pairs.

(xy - 4y) + (4x - 16)

Step 2: Factor out the common factor from each group.

In the first group, we can factor out "y" from the two terms:

y(x - 4)

In the second group, we can factor out "4" from the two terms:

4(x - 4)

Step 3: Notice that both groups have a common factor of (x - 4). Factor it out.

(x - 4)(y + 4)

So, the factored expression is (x - 4)(y + 4).

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Answer:

50.75

Step-by-step explanation:

We have:

\(E[g(x)] = \int\limits^{\infty}_{-\infty} {g(x)f(x)} \, dx \\\\= \int\limits^{1}_{-\infty} {g(x)(0)} \, dx+\int\limits^{6}_{1} {g(x)\frac{2}{x} } \, dx+\int\limits^{\infty}_{6} {g(x)(0)} \, dx\\\\= \int\limits^{6}_{1} {g(x)\frac{2}{x} } \, dx\\\\=\int\limits^{6}_{1} {(4x+3)\frac{2}{x} } \, dx\\\\=\int\limits^{6}_{1} {(4x)\frac{2}{x} } \, dx + \int\limits^{6}_{1} {(3)\frac{2}{x} } \, dx\\\\=\int\limits^{6}_{1} {8} \, dx + \int\limits^{6}_{1} {\frac{6}{x} } \, dx\\\\\)

\(=8\int\limits^{6}_{1} \, dx + 6\int\limits^{6}_{1} {\frac{1}{x} } \, dx\\\\= 8[x]^{^6}_{_1} + 6 [ln(x)]^{^6}_{_1}\\\\= 8[6-1] + 6[ln(6) - ln(1)]\\\\= 8(5) + 6(ln(6))\\\\= 40 + 10.75\\\\= 50.74\)

Result:

The number of children having an age of 6 1/2 years more than 7 1/4 years = 3/4.

To do this, we would subtract the number of children who are 7 1/4 years old from the number of children who are 6 1/2 years old: x - y

Let x = number of children 6 1/2 years old

Let y = number of children 7 1/4 years old

x = 6 1/2 years or 13/2 years

y= 7 1/4 years or 29/4 years

= 13/2 - 29/4

= (26/4) - (29/4)

= -3/4

Coverting to the absolute value, we get:

|-3/4| = 3/4

Thus, 3/4 more children are 6 1/2 years old than 7 1/4 years old.

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Answer:

b = -18

Step-by-step explanation:

(3 + 4i) (-3-2i)

When we foil:

-9 + -6i + -12i + -8i^2

-8i^2 = +8

Combine like terms:

-1 + -18i

The value of the underlined digit in the number 27,416,385.( 4 is the underlined number.) is the hundred thousandths place.

The symbols, from 0 to 9 can be described as a digit. For instance, the numbers 2 and 3 are used to represent the number 23.  however amount is represented by a number.

It should be noted that It may be expressed using one, two, three, or even more digits however only single symbol used to represent a number is a digit in the case above we can see that 4 is the hundred thousandths place.

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No, the inference is not valid because it excluded those who were not online and so did not see the poll.

To improve the poll, the news show could have conducted it in a more representative manner by surveying a larger sample of people from a variety of backgrounds

The poll's results may have been influenced by various factors, including but not limited to the order in which the comedians were presented, the demographics of the respondents, and the fact that it was conducted online, possibly excluding those without internet access. Overall, the poll's representative accuracy is questionable.

To enhance the accuracy of the survey, the broadcast could have implemented a more inclusive method by polling a wider range of individuals from diverse backgrounds. An alternate method for conducting the poll would have been by personal or telephonic means, enabling individuals without internet connectivity to participate.

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The surface area of the pyramid is given by -

\($A = lw\;+l\sqrt{(\frac{w}{2})^{2} +h^{2} } +w\sqrt{(\frac{l}{2})^{2} +h^{2} }\).

The pyramid is not given. So, we will discuss some important points regarding the pyramids along with its surface area.

The surface area of the pyramid is given by -

\($A = lw\;+l\sqrt{(\frac{w}{2})^{2} +h^{2} } +w\sqrt{(\frac{l}{2})^{2} +h^{2} }\)

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The inequality that describes the given word problem is;

x + 1.5 < 48

Let x represent how tall Keenan was last summer. Thus;

x = Keenan's height last summer in inches

If he was x inches last summer, and has since grown an additional 1.5 inches up to date, then it means that his total height now is;

x + 1.5 inches.

The conditons state "riders must be at least 48 inches tall to ride the Night Eagle roller coaster". So it means that his height must be equal to 48 inches, or larger than 48 inches, to make him eligible to ride the roller coaster.

But since he is still too short to ride, this means the expression x+1.5 is smaller than 48 and as such the inequality of this problem is;

x + 1.5 < 48

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Answer: Jonathan will rum \(1\dfrac14\text{ mile}\) .

Step-by-step explanation:

Given: Total distance to run =\(6\dfrac14\) miles  \(=\dfrac{25}{4}\) miles

Total members = 1+4 = 5

if each member runs equal distance.

Then, each member will run = \(\dfrac{\text{Total distance}}{\text{Total members}}\)

\(=\dfrac{\dfrac{25}{4}}{5}\\\\ \lim_{n \to \infty} a_n =\dfrac{25}{4\times5}\\\\=\dfrac{5}{4}\\\\ = 1\dfrac14 \text{miles}\)

Hence, Jonathan will rum \(1\dfrac14\text{ mile}\) .

The absolute value of the Rational number -474/513 is 474/513.

To find the sum of the rational numbers -8/9 and -2/57, you need to have a common denominator. The least common multiple (LCM) of 9 and 57 is 513. So, you can rewrite the fractions with a common denominator:

-8/9 = (-8/9) * (57/57) = -456/513

-2/57 = (-2/57) * (9/9) = -18/513

Now, you can add the fractions:

-456/513 + (-18/513) = (-456 - 18)/513 = -474/513

To find the absolute value of the rational number -474/513, you simply ignore the negative sign and take the value as positive:

| -474/513 | = 474/513

Therefore, the absolute value of the rational number -474/513 is 474/513.

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Answer:

\(8 {x}^{2} - 6x - 5 = x\)

\(8 {x}^{2} - 7x - 5 = 0\)

x = (7 + √((-7)^2 - 4(8)(-5)))/(2×8)

= (7 + √(49 + 160))/16

= (7 + √209)/16

= -.4661, 1.3411 (to 4 decimal places)

The inequality that represents the number of hours Sophia spent working on i-Ready last month is h ≥ 4.

Option A is the correct answer.

We have,

The problem states that a student must work on i-Ready for at least 4 hours per month to receive a grade of 100.

Since Sophia received a math grade of 100, it means that she has met the requirement of working on i-Ready for at least 4 hours in the last month.

And,

The symbol "≥" means "greater than or equal to," indicating that Sophia worked for at least 4 hours.

Therefore,

The inequality that represents the number of hours Sophia spent working on i-Ready last month is h ≥ 4.

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Average rate of return for 3D Printer is 4% and for Truck is 9%.

Average income = Estimated total income/ useful life.

For 3D Printer,

Average Income = 4160/ 4

Average Income = $1040

For Truck,

Average Income = 15120/ 7

Average Income = $2160

Average Investment = (Investment + residual value)/ 2

For 3D Printer,

Average Investment = (52000 + 0)/ 2

Average Investment = $26000

For Truck,

Average Investment = (48000 + 0)/ 2

Average Investment = $24000

Average rate of return = Average Income/ Average Investment

For 3D Printer,

Average rate of return = 1040/26000

Average rate of return = 4%

For Truck,

Average rate of return = 2160/24000

Average rate of return = 9%

Hence, average rate of return for 3D Printer is 4% and for Truck is 9%.

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E

Step-by-step explanation:

cause it the best estimate of a value of an unknown parameter and E describes it best

The possible amounts Susan will spend on candy is $25 and above.

Expression simply refers to the mathematical statements which have at least two terms which are related by an operator and contain either numbers, variables, or both.

In this situation, since Susan will buy more than 6 pounds of candy, the same expression will be illustrated by x.

x > ($4 × 6)

x > $24

In this case, she'll have to spend $25 or more.

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The complete pattern will be;

⇒ 1, 5, 9, 13, 17

A process of combining or adding two or more numbers is called addition.

Given that;

The pattern is,

⇒ 1,__, 9, 13, __

Now,

Since, The pattern is,

⇒ 1,__, 9, 13, __

So, By adding 4 in previous number, we get the next number.

Hence, We get;

⇒ Second term = 1 + 4 = 5

⇒ Fifth term = 13 + 4 = 17

Thus, The pattern is,

⇒ 1, 5, 9, 13, 17

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2/3 of 35 is 23. Kofi is 23.

Answer:

(A)Step 1; it should be m∠m + m∠n + m∠o = 180 degrees (sum of angles in a triangle)

Step-by-step explanation:

The steps followed by the student are:

Step 1: m∠m + m∠n + m∠p = 180 degrees (sum of angles of a triangle)

Step 2: m∠p + m∠o = 180 degrees (adjacent supplementary angles)

Step 3: Therefore, m∠m + m∠n + m∠o = m∠o + m∠p

Step 4: So, m∠m + m∠n = m∠p

We observe that the student made a mistake in Step 1, it should be m∠m + m∠n + m∠o = 180 degrees (sum of angles in a triangle).

p is outside the triangle, therefore it cannot form one of the angles in the triangle.

The equation with an infinite number of solutions is 12x-x+8+3x=14x+8.

An equation is a formula in mathematics that expresses the equality of two expressions by connecting them with the equals sign =. In its most basic form, an equation is a mathematical statement that shows that two mathematical expressions are equal. 3x + 5 = 14, for example, is an equation in which 3x + 5 and 14 are two expressions separated by a 'equal' sign. A mathematical equation that depicts the relationship between two expressions on opposite sides of the sign. It mostly consists of one variable and one equal to symbol. 2x - 4 = 2 is an example.

Here,

12x-x+8+3x=14x+8

The equation so that it has infinitely many solution is 12x-x+8+3x=14x+8.

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Answer:

7/11 or

7

--

11

Step-by-step explanation:

Hope this helps :)

Answer: False?

Step-by-step explanation:

Answer:

It is closer to \(1\) than \(0\), so the statement is True.

Step-by-step explanation:

Step 1: Finding the decimal form of \(\frac{8}{11}\)

Upon simplification on a calculator, we can see that the exact value of \(\frac{8}{11}\) is:

\(0.7272727273\)

Let's round this to \(0.73\) for an easier time.

Step 2: Identifying the value's difference from 1 and 0

We have found the value of the fraction to be \(0.73\).

If we subtract the value from \(1\), we get:

\(1-0.73\\=0.27\)

If we find the difference between it and \(0\), we get:

\(0.73-0\\=0.73\)

As we can see, the value is \(0.27\) units away from \(1\), but is \(0.73\) units away from \(0\).

We can clearly see that it is closer to \(1\), so the statement is True.

ex=1+x2+x3/2!+x4/3!  is the Taylor series centered.

The function itself evaluated at a = 0 as well as the first three derivatives are therefore required to determine the first four terms using this formula (because the 0t h derivative equals the function itself).

The fourth derivative can be used to determine the next term as the fourth derivative is required to obtain four non-zero terms using this function and the 0th term is zero. This is likely why the first four derivatives were chosen.

f(0)=0(e0)=0

ex=1+x+x2/2!+x3/3!

ex=x(1+x+x2/2!+x3/3!)

ex=1+x2+x3/2!+x4/3!

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Answer:c

Step-by-step explanation:

Did the test

Answer:

D. 2:1 & 6:3

Step-by-step explanation:

Proportion means equal so we need to see which ratios are equal.

To do that we need to make one fo the numbers in the ratio equal the corresponding number in the other ratio, then see if the other matches.

A:

1:2 & 4:2

The second number is already the same but the first isn't, therefore it is not proportional.

B:

1:2 & 6:3

To get 1 to equal 6 we must multiply it by 6, and what you do to one side you must do to the other so we have to multiply 2 by 6 as well

6:12 & 6:3

The first numbers are the same but the second isn't, therefore it is not proportional.

C:

2:1 & 2:4

The first numbers are the same but the second isn't, therefore it is not proportional

D:

2:1 & 6:3

to get 2 to equal 6 we need to multiply it by 3, which means we have to multiu 1 by 3 too

6:3 & 6:3

These are equal so this is proportional.

For the given triangles ΔABC ≈ ΔXYZ, the length of the side AB is, 24

Triangles with the same shape but different sizes are said to be similar triangles. Squares with any side length and all equilateral triangles are examples of related objects. In other words, if two triangles are similar, their corresponding sides are proportionately equal and their corresponding angles are congruent. Triangle resemblance is shown here by the symbol "≈"

Given that,

One triangle, ΔABC

Another triangle , which is ΔXYZ

Triangle ΔABC and ΔXYZ similar,

So, we can say ΔABC ≈ ΔXYZ

And it is known that

for similar triangles, ratio of lengths of sides are equal for similar triangles

so, AB/BC = XY/ZY

⇒   X/18   =  16/12

⇒   X   =  24

Hence, the value of x is 24

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