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3 years ago

Which equation can be used to solve for x in the following diagram? Choose 1 answer. 2x° degrees, 4x° degrees, 150° degrees

Mathematics

2 answers:

andrew-mc [135]3 years ago

8 0

Answer:

The answer is option D.

Step-by-step explanation:

Hi, there!!!

Here, if you closely look this figure, you will find that AB and CD are interested at a point O. 

now, OP is just a line constructed from point "O".

now, 2x°+4x°=150°.....is equation. 

{Because, They are vertically opposite angle}

When two st. line intersects at a point then the abgle formed oppositely are equal.

Hope it helps..

maria [59]3 years ago

4 0

Answer:

Option D

Step-by-step explanation:

2x + 4x = 150

In this photo, 2x + 4x are the same as 150,

=> 2x + 4x = 150

We could solve this problem:

=> 6x = 150

=> 6x/6 = 150/6

=> x = 25

2x = 2 * 25 = 50 degrees

4x = 4 * 25 = 100 degrees

100 + 50 = 150 degrees.

So our answer is correct.

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Which of the following is the scientific notation for the number 0.00001526?

Viefleur [7K]

Answer:

the answer is d

Step-by-step explanation:

7 0

3 years ago

Josie took a long multiple-choice, end-of-year vocabulary test. The ratio of the number of problems Josie got incorrect to the n

FrozenT [24]

Answer:

A. Josie got 36 correct answers.

B. Josie got 90 correct answers.

C. 8:36 and 20:90

D.6:27, 12:54, 30:135, among others.

e. Multiply both numbers on the ratio by the same constant integer, thereby ensuring that the resulting numbers form a ratio equivalent to the original.

Step-by-step explanation:

Very well, so the statement is that Josie got 2 problems incorrect for every 9 that she got correct. First the ask how many questions she got correct given that she missed 8 question. First, we divide the 8 question she missed by 2. Now have 4 pairs of questions that Josie missed and for every pair that she failed; Josie got 9 questions correctly. Therefore, we multiply 4 pairs of incorrect questions times 9 correct questions. So, if Josie had 8 incorrect questions, she also had 36 correct answers on her test.

In the case that Josie missed 20 questions, we divide them by two again in order to obtain the number of pairs that Josie missed. Now have 10 pairs of questions that Josie missed and for every pair that she failed; Josie got 9 questions correctly. Therefore, we multiply 10 pairs of incorrect questions times 9 correct questions. So, if Josie had 8 incorrect questions, she also had 90 correct answers on her test.

With the information we collected, we can affirm that the ratios 8:36 and 20:90 are equivalents to the original 2:9 that was stated. Other examples of equivalents ratios could be 6:27, 12/54, 30:135, among many others.

To find the equivalent ratios what we need to do is find common multiples of the numbers that conform the ratio. To do so, we can multiply both numbers by the same constant integer, thereby ensuring that the resulting numbers form a ratio equivalent to the original.

Have a nice day! :D

6 0

3 years ago

520% of 100 20 1/4% of 3 0.15% of 250 200%of 79 0.3% of 80 0.28% of 50

Tema [17]

Since the word, 'of' means to multiply, whenever we see of multply the two numbers.
Then there are two ways to dothis, sicne to convert a percentage into a decimal, you devide by 100, we can either do this after we multiply or bfore, it doesn't matter so I'm going to do it after.

1. 520x100=52000/100=520
2. 20.25x3=60.75/100=.6075
3. .15x250=37.5/100=.375
4. 200x79=15800/100=158
5..3x80=24/100=.24
6. .28x50=14/100=.14

8 0

3 years ago

Find g(x)-f(x) if f(x)=-3+4 and g(x)=5x-12

Verizon [17]

Answer: g(x)-f(x)=8x-16

Explanation:

f(x)=-3x+4 (I am assuming "-3+4" is a typo and it is "-3x+4")

g(x)=5x-12

g(x)-f(x)=(5x-12)-(-3x+4)=5x+3x-12-4=8x-16

6 0

3 years ago

Can someone please help me with this question?!? I am so confused and I don't know how to answer it.

lbvjy [14]

9514 1404 393

Answer:

a. f(0) = 1

b. DNE (does not exist)

c. DNE

d. lim = 3

Step-by-step explanation:

The function exists at a point if it is defined there. The function is defined anywhere on the solid line and at solid dots. It is not defined at open circles. So, the function is defined everywhere except (2, 3), which has an open circle.

The open circle at (0, 4) prevents the function from being doubly-defined at x=0, since it is already defined to be 1 at x=0.

This discussion tells you ...

f(0) = 1

f(2) does not exist. There is a "hole" in the function definition there.

The function has a limit at a point if approaching from the left and approaching from the right have you approaching that same point.

Consider the point (1, 2). The graph is a solid line through that point. Approaching from values less than x=1, we get to the same point (1, 2) as when we approach from values greater than x=1.

Similarly, consider the point (2, 3). Approaching from values of x less than 2, we get to the same point (2, 3) as when we approach from x-values greater than 2. The limit at x=2 is 3. The only difference from the previous case is that the function is not actually defined to be that value there.

Now consider what happens at x=0. When we approach from the left, we approach the point (0, 4). When we approach from the right, we approach the point (0, 1). These are different points. Because they are different coming from the left and from the right, we say "the limit as x→0 does not exist."

In summary, ...

a) f(0) = 1

b) lim x → 0 does not exist

c) f(2) does not exist

d) lim x → 2 = 3

_____

Additional comment

The significance of the function not being defined at a point where the limit exists, (2, 3), is that the function is not continuous there. This kind of discontinuity is called "removable", because we could make the function continuous at x=2 by defining f(2) = 3 (that is, "filling the hole").

6 0

3 years ago