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Oksi-84 [34.3K]
3 years ago
8

Delmar is constructing an equilateral triangle. He uses his straightedge to draw a segment and labels the endpoints W and X. Wit

h the compass opening equal to the length of the segment, he draws a circle centered at point W and then a circle centered at point X. He labels the intersections of the circles as points P and Q.
How should Delmar finish the construction?


Use a straightedge to join points W and P and then points P and X. △WPX△WPX is equilateral.

Use a straightedge to join points P and Q. Label the intersection of PQ¯¯¯¯¯PQ¯ and WX¯¯¯¯¯¯WX¯ as A. Construct the midpoint of AX¯¯¯¯¯AX¯ and label it B. Use a straightedge to join points Q and B. △QAB△QAB is equilateral.

Use a straightedge to join points W and P, P and Q, and then W and Q. △WPQ△WPQ is equilateral.

Use a straightedge to join points P and Q. Label the intersection of PQ¯¯¯¯¯PQ¯ and WX¯¯¯¯¯¯WX¯ as A. Use a straightedge to join points Q and X. △QAX△QAX is equilateral.
Mathematics
1 answer:
MakcuM [25]3 years ago
7 0
<span>Use a straightedge to join points W and P and then points P and X. â–łWPX is equilateral. Let's see now, Delmar has a line segment WX and has drawn 2 circles whose radius is the length of WX, centered upon W and centered upon X. Sounds to me that all he needs to do is select one of the intersections of those 2 circles and use that at the 3rd point of the equilateral triangle and draw a line from that point to W and another line from that point to X. Doesn't matter which of the two intersections he chooses, just needs to pick one. Looking at the available options, only the 1st one which is "Use a straightedge to join points W and P and then points P and X. â–łWPX is equilateral." matches my description, so that is the correct choice. The other choices tend to do rather bizarre things like create a perpendicular bisector of WX and for some unknown reason, claim that bisector is somehow a side of a desired equilateral triangle.</span>
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Can you help me find the answer .Will mark brainliest
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Answer:

do R-P-R-S-P-P-R-P

Step-by-step explanation:

4 0
3 years ago
Suppose that the national average for the math portion of the College Board's SAT is 515. The College Board periodically rescale
nasty-shy [4]

Answer:

a) 16% of students have an SAT math score greater than 615.

b) 2.5% of students have an SAT math score greater than 715.

c) 34% of students have an SAT math score between 415 and 515.

d) Z = 1.05

e) Z = -1.10

Step-by-step explanation:

To solve this question, we have to understand the normal probability distribution and the empirical rule.

Normal probability distribution

Problems of normally distributed samples are solved using the z-score formula.

In a set with mean \mu and standard deviation \sigma, the zscore of a measure X is given by:

Z = \frac{X - \mu}{\sigma}

The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the pvalue, we get the probability that the value of the measure is greater than X.

Empirical rule

The Empirical Rule states that, for a normally distributed random variable:

68% of the measures are within 1 standard deviation of the mean.

95% of the measures are within 2 standard deviation of the mean.

99.7% of the measures are within 3 standard deviations of the mean.

In this problem, we have that:

\mu = 515, \sigma = 100

(a) What percentage of students have an SAT math score greater than 615?

615 is one standard deviation above the mean.

68% of the measures are within 1 standard deviation of the mean. The other 32% are more than 1 standard deviation from the mean. The normal probability distribution is symmetric. So of those 32%, 16% are more than 1 standard deviation above the mean and 16% more then 1 standard deviation below the mean.

So, 16% of students have an SAT math score greater than 615.

(b) What percentage of students have an SAT math score greater than 715?

715 is two standard deviations above the mean.

95% of the measures are within 2 standard deviations of the mean. The other 5% are more than 2 standard deviations from the mean. The normal probability distribution is symmetric. So of those 5%, 2.5% are more than 2 standard deviations above the mean and 2.5% more then 2 standard deviations below the mean.

So, 2.5% of students have an SAT math score greater than 715.

(c) What percentage of students have an SAT math score between 415 and 515?

415 is one standard deviation below the mean.

515 is the mean

68% of the measures are within 1 standard deviation of the mean. The normal probability distribution is symmetric, which means that of these 68%, 34% are within 1 standard deviation below the mean and the mean, and 34% are within the mean and 1 standard deviation above the mean.

So, 34% of students have an SAT math score between 415 and 515.

(d) What is the z-score for student with an SAT math score of 620?

We have that:

\mu = 515, \sigma = 100

This is Z when X = 620. So

Z = \frac{X - \mu}{\sigma}

Z = \frac{620 - 515}{100}

Z = 1.05

(e) What is the z-score for a student with an SAT math score of 405?

We have that:

\mu = 515, \sigma = 100

This is Z when X = 405. So

Z = \frac{X - \mu}{\sigma}

Z = \frac{405 - 515}{100}

Z = -1.10

3 0
3 years ago
Find the measurements of the numbered angles in each isosceles trapezoid.
SSSSS [86.1K]

Answer:

∠1 = 96°

∠2 = 84°

∠3 = 84°

Step-by-step explanation:

∠1 = 96°

∠2 = ∠3

∠1 + 96 + ∠2 + ∠3 = 360°

∠2 = (360 - 96 - 96)/2 = 84°

∠3 = 84°

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Fabio is driving west away from Albany and towards buffalo along interstate 90 at a constant rate of speed of 62 miles per hour.
emmasim [6.3K]

Answer:

The distance between Albany and Buffalo along the I90 is 288.8 mi.

The speed of Fabio is 62 mph.

After 1.5 hours, he is 221 miles from Albany.

Things we can calculate here:

Using the relation:

Distance = time*speed.

We can calculate the number of miles that he moved in that 1.5 hours.

D = 62mph*1.5h = 93mi.

If after 1.5 hours, he was 221 miles Albany, then before that he was 93 miles closer to Albany.

His initial position was:

221 - 93 = 128 miles away from Albany.

Now we also can calculate the time left to arrive at Buffalo.

We know that the distance between Albany and Buffalo is 288.8 mi

And he is 221 mi away from Albany.

Then the distance left to Buffalo is:

288.8mi - 221mi = 67.8mi

And the time left will be:

Distance/speed = time

67.8mi/62mph = 1.1 hours.

He needs to drive for another 1.1 hours to get to Buffalo.

7 0
3 years ago
Which scenario represents a proportional relationship?
kirza4 [7]

Answer:

The answer should be B

Step-by-step explanation:

I hope this helps! Let me know if I am wrong.

4 0
2 years ago
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