One of the same-side exterior angles formed by two lines and a transversal is equal to 1/6 of the right angle and is 11 times smaller than the other angle. Then the lines are parallel
<h3><u>Solution:</u></h3>
Given that, One of the same-side exterior angles formed by two lines and a transversal is equal to 1/6 of the right angle and is 11 times smaller than the other angle.
We have to prove that the lines are parallel.
If they are parallel, sum of the described angles should be equal to 180 as they are same side exterior angles.
Now, the 1st angle will be 1/6 of right angle is given as:

And now, 15 degrees is 11 times smaller than the other
Then other angle = 11 times of 15 degrees

Now, sum of angles = 15 + 165 = 180 degrees.
As we expected their sum is 180 degrees. So the lines are parallel.
Hence, the given lines are parallel
Answer:
d
Step-by-step explanation:
I believe it is d if I'm not wrong
The equation that models the number of students who live in apartments will be 6n + 15
<h3>How to illustrate the equation?</h3>
Total number of students T = 17n + 23
Students who live in dorm rooms on campus D = 11n + 8.
Therefore, the students who live in apartments will be:
= 17n + 23 - (11n + 8)
= 6n + 15
In order to predict the number of students who will live on campus in 2020, we will need the students that do not share dorm rooms.
Learn more about equations on:
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Answer: I hope this helps :)
Substitution: 45+15(6-1)
Simplify: 120
Step-by-step explanation:
Calculate within parenthases (6-1) =5 =45+15(5)
Multiply left to right 15(5)=75 =45+75
Add leftg to right 45+75=120
Answer = 120
Answer:
![\sqrt[4]{x^3}](https://tex.z-dn.net/?f=%5Csqrt%5B4%5D%7Bx%5E3%7D)
Step-by-step explanation:
First, let's examine our original statement.

Using exponent rules, we know that if we have
, then simplified, the answer will be equivalent to
.
So we can simplify this by adding the exponents
and
.
Converting
into fourths gets us
.
.
So we now have
.
When we have a number to a fraction power, it's the same thing as taking the denominator root of the base to the numerator power.
Basically, this becomes
. (The numerator is what we raise x to the power of, the denominator is the root we take of that).
Hope this helped!