Answer:
9207
Step-by-step explanation:
because if you multiply
Exterior angle c = the sun of the two opposite interior angles a and b.
10x -23 = 5x -17 + 7x -26
Combine the right side:
10x -23 = 12x -43
Add 43 to both sides:
10x +20 = 12x
Subtract 10x from both sides:
20 = 2x
Divide both sides by 2
X = 10
Now you have x replace it in the equation for A:
A = 5x -27 = 5(10) -27 = 50-27 = 23
Angle A = 23 degrees.
Answer:
66.4 in^2
Step-by-step explanation:
Surface area is defined as the area around the surface of a 3-dimensional solid. The shape we are given here is a triangular prism with a square base. This means it contains one square and 4 triangles on the surface. To find the surface area, we just need to find the areas of all 5 surface shapes and add them up. We have been given that the square has a side length of 4 inches, meaning the area is 4^2 or 16. The area of a triangle is (1/2)base*height. The base length is 4 inches and the height is 6.3, and (1/2)*4*6.3 is 12.6. Note that, since there are four triangles, we have to multiply this value by 4 (12.6*4 = 50.4). Now we have the area of the square and the area of all the triangles put together, so we can just add them up:
16 + 50.4 = 66.4
Answer:
y = 5x + 12
Step-by-step explanation:
Use the formula: y - y1 = m(x - x1)
Plug in all numbers into your equation: y - 7 = 5(x - -1)
Minus with a minus becomes a positive: y - 7 = 5(x + 1)
Distribute: y - 7 = 5x + 5
Add 7 to both sides: +7 +7
Answer: y = 5x + 12
Answer:
66
Step-by-step explanation:
If there are <em>n</em> students, then the number of pairs is 
.
With 12 students, 
pairs can be formed.
The reason the formula works is this: Each of the 12 students can be paired with 11 other students (no student is paired with him/her self). But counting 12 x 11 = 132 counts each pair <u>twice</u>. Example: student A can be paired with student B,..., student B can be paired with student A. The pair was counted two times.
See the attached image that shows pairings of 5 students. There are
5(5 - 1)/2 = 5(4)/2 = 10 pairs.
