Answer:
1. ∠1 = 120°
2. ∠2 = 60°
3. ∠3 = 60°
4. ∠4 = 60°
5. ∠5 = 75°
6. ∠6 = 45°
Step-by-step explanation:
From the diagram, we have;
1. ∠1 and the 120° angle are corresponding angles
Corresponding angles are equal, therefore;
∠1 = 120°
2. ∠2 and the 120° angle are angles on a straight line, therefore they are supplementary angles such that we have;
∠2 + 120° = 180°
∠2 = 180° - 120° = 60°
∠2 = 60°
3. Angle ∠3 and ∠2 are vertically opposite angles
Vertically opposite angles are equal, therefore, we get;
∠3 = ∠2 = 60°
∠3 = 60°
4. Angle ∠1 and angle ∠4 an=re supplementary angles, therefore, we get;
∠1 + ∠4 = 180°
∠4 = 180° - ∠1
We have, ∠1 = 120°
∴ ∠4 = 180° - 120° = 60°
∠4 = 60°
5. let the 'x' and 'y' represent the two angles opposite angles to ∠5 and ∠6
Given that the two angles opposite angles to ∠5 and ∠6 are equal, we have;
x = y
The two angles opposite angles to ∠5 and ∠6 and the given right angle are same side interior angles and are therefore supplementary angles
∴ x + y + 90° = 180°
From x = y, we get;
y + y + 90° = 180°
2·y = 180° - 90° = 90°
y = 90°/2 = 45°
y = 45°
Therefore, we have;
∠4 + ∠5 + y = 180° (Angle sum property of a triangle)
∴ ∠5 = 180 - ∠4 - y
∠5 = 180° - 60° - 45° = 75°
∠5 = 75°
6. ∠6 and y are alternate angles, therefore;
∠6 = y = 45°
∠6 = 45°.
Answer:
The third side must be 10: {3, 10, 10}; {10, 3, 3} is not possible.
Step-by-step explanation:
Everything depends on our understanding of "isosceles."
This term indicates that two sides of a given triangle are equal.
If two sides of an isosceles triangle have lengths of 3 and 10, then:
Either 1) Two sides have length 10 and the third side has length 3. This is certainly possible
or
2) sides have length 3 and the third side has length 10. This is NOT possible, since 3 + 3 adds up to 6, which is less than 10.
12%
$68 - 59.9 = $8.1
$8.1/$68 = 0.11911764705
0.11911764705 x100 = 11.911764705
11.911764705 is rounded up to 12
12%
Answer:
m = undefined
General Formulas and Concepts:
<u>Pre-Algebra</u>
Order of Operations: BPEMDAS
- Brackets
- Parenthesis
- Exponents
- Multiplication
- Division
- Addition
- Subtraction
<u>Algebra I</u>
- Coordinates (x, y)
- Parallel lines have the same slope but different y-intercepts
- An undefined line is a vertical line
- Slope Formula:
Step-by-step explanation:
<u>Step 1: Define</u>
Point (3, 2)
Point (3, 1)
<u>Step 2: Find slope </u><em><u>m</u></em>
Simply plug in the 2 coordinates into the slope formula to find slope <em>m</em>
- Substitute in points [Slope Formula]:
- [Fraction] Subtract:
- Simplify: m = undefined
<h2>
Hello!</h2>
The answer is: The first graphic representation.
<h2>
Why?</h2>
We are given a quadratic equation, meaning that it could be two possible solutions for the exercise, however, we are talking about time, so we have to consider only the obtained positive values.
Let's make the equation equal to 0 in order to find the values of "t"
So, discarding the negative value, we can use the possitive value to find the correct graphic representation.
To find the correct graphic representation we must take into consideration the following:
- We must remember that the sign of the coefficient of the quadratic term (t^2) will define if the parabola opens downward or upward.
From the given quadratic (or parabola) equation we have:
So, since the coefficient of the quadratic term is negative, the parabola opens downward.
- Since we are looking for a graphic that represents the change in height over time, we need to look for a graphic that shows only positive values for the x-axis (time)
- We are looking for a parabola which y-axis intercept is equal to 150.
Therefore, the graphic representation of the quadratic function that models a ball's height over time is the first graphic representation.
Have a nice day!
