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Naddika [18.5K]
3 years ago
10

Find the missing angle: e.

Mathematics
1 answer:
sattari [20]3 years ago
8 0

Answer: e = 33

Keep referring to the picture to understand which part of the figure I am talking about.

Step-by-step explanation:

So starting from the top triangle, one of the angles are 34 and the triangle looks like an Isosceles (a triangle that has 2 equal angles and sides). So to find the other 2 angles you have to take away the already given angle from 180 (as all angles in a triangle add up to 180 degrees) and divide it by 2. So- 180 - 34 = 146.

146 ÷ 2 = 73- angle of each of the remaining 2 sides.

The left side of that triangle is extended to be part of the quadrilateral (the four sided figure with angle e). So to now solve the top left angle of the quadrilateral which is connected to the triangle you have to takeaway the angle which is part of the triangle from 180 (Angles on a line add to 180) So-

180 - 73 = 107 - angle for the top left part of the quadrilateral.

To find the 3rd angle on the bottom right, you need to solve the angles of the bottom triangle connected to it. Use the same method I have shown for the top triangle as the triangle look like an Isosceles like the other one -

180 - 30 = 150

150 ÷ 2 = 75- angle of each of the remaining 2 sides

Coming back to finding the 3rd angle, you have to use the line at the bottom where you found one of angles now. Use the same angles on the same line rule used before-

180 - 75 = 105- angle for the bottom right of the quadrilateral

You now have all the angles in the quadrilateral except for e which you will find by adding up all the known angles in the quadrilateral and take it away from 360 (all angles in a quadrilateral add to 360) So-

115 + 107 + 105 = 327

360 - 327 = 33

Therefore e = 33

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NO LINKS OR ELSE YOU'LL BE REPORTED! Only answer if you're very good at Math.No guessing please.
dedylja [7]

Answers:

  • 10
  • decrease
  • increase
  • does
  • incorrect

So it would look like this:

The MAD of the data in the table is <u>  10  </u>.If the additional drawings are Amy's, the MAD of the date set will <u>  decrease  </u>.If they are Emily's, the MAD will <u>  increase  </u>.The MAD of the new data set <u>  does  </u> depend on whether it was Amy or Emily who turned in the additional drawings. So, Greg is <u>  incorrect  </u>.

==========================================================

Explanation:

The MAD will have us find the mean first, which I'll call xbar

To find xbar, we add up the values and then divide by n which is the number of items in the set.

xbar = (sum of items)/n

xbar = (6+34+35+37+43)/5

xbar = 155/5

xbar = 31

Then we'll subtract this xbar from from each x value of the data set. Use absolute value bars to make sure the result isn't negative. This forms the third column in each table shown below. The value in yellow is the average of the stuff in the third column (ignoring the yellow value itself of course). So that's how we get a MAD of 10 for the original data set.

--------------------

When we consider case 1, which is where Amy made those 25 additional drawings, then her count goes from 6 to 6+25 = 31. We repeat the steps earlier and we get a MAD of 3.2, which is a decrease from 10 earlier.

Why is this? Well notice how Amy's count, before those 25 extra drawings were done, was far lower than the rest of the class. Her being an outlier will make the MAD fairly big. The larger the MAD, the more spread out the data is. If you condense the data set, then the MAD shrinks.

-----------------------

Now onto case 2. We'll reset Amy's count back to 6 and instead add 25 to Emily's count to go from 43 to 43+25 = 68

This will increase the MAD because we're effectively spreading the data out more (since Emily's value is becoming more of an outlier). The same steps to compute the MAD will be done as earlier. This time we get 13.2 as the MAD.

-----------------------

Referring back to the previous 2 sections, we can see that the MAD of the new set will depend on whether Amy or Emily submitted those 25 extra drawings. Therefore, Greg is incorrect in thinking that the MAD will stay the same.

The only time the MAD stays the same is if we can keep the spread of the data the exact same. That would mean we have to add the same number to each person to keep things balance. Think of it like a see-saw. If we add something to one side, then we have to do the same thing to the other side; otherwise, things will change.

8 0
2 years ago
Read 2 more answers
Which of the numbers below could be terms in the sequence an=4n-7 A)29 B)21 C)20 D)28
natali 33 [55]

Answer:

A)29 and B) 21,

Step-by-step explanation:

First,in the sequencea_n=4n-7 , the parameter n must to be a integer.

Second, we need to solve the equations by  n.

n=(a_n+7)/4

All the option in the problem represent an a_n

Then, we need to prove all number in the options, if the result is a integer number, this option can be part of the sequence.

For A)

n=(29+7)/4=9\\

For B)

n=(21+7)/4=7\\

For C)

n=(20+7)/4=6.75\\

For D)

n=(28+7)/4=8.75\\

Only A) and B)  only A and B meet the requirement

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2 years ago
The graph of the function y = x² - x - 2 is shown below.
velikii [3]
Y=(x+1)(x-1) this is factored out
5 0
2 years ago
Your sock drawer has 3 pairs of black socks, 4 pairs of brown socks, 1 pair of yellow socks and 5 pairs of blue socks. you reach
erik [133]
All socks together: 13
Black socks: 3

Probability to pick out black socks: 3/13

After one pick out (You picked out a pair of black socks):

Probability to pick out black socks: 2/12

Multiply them:

2/12 * 3/13 = 1/26 ≈ 0,038

8 0
3 years ago
What's one way to check the answer to 5×6=30
Alla [95]

Step-by-step explanation:

30÷6 =5 or 30÷5 =6 good luck!

7 0
2 years ago
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