See attached image
First, we must know this: Complementary angles are two angles whose sum is equal to 90°, while supplementary angles are two angles whose sum is equal to 180°. That been said, the only statement which is true is the second statement, <span>
MNL is complementary to KNL
Reasons why others are False</span>GNJ is supplementary to JNK, not complementary
MNG is supplementary to GNJ, not complementary
LNJ (not KNJ) <span>is supplementary to MNL
</span>GNM is equal to JNK, not supplementary
Answer:
<em>797.0ft²</em>
Step-by-step explanation:
<u>Find a related diagram attached</u>
Area of the gate = Area of the semicircle + Area of the Rectangle
Area of the semicircle = πr²/2
r is the radius
From the diagram, radius r = 20/2 = 10ft
Area of the semicircle = 3.14(10)²/2
Area of the semicircle = 3.14(100)/2
Area of the semicircle = 314/2
Area of the semicircle = 157ft²
Area of the rectangle = Length * Width
Area of the rectangle = 20*32
Area of the rectangle = 640ft²
Area of the gate = 157 + 640
Area of the gate = 797ft²
<em>Hence the area of the gate is 797.0ft²</em>
Answer:
domain: [- ∞ , ∞]
range: (8 , -∞]
Step-by-step explanation:
- ∞ < x < ∞
y < 8
Answer:
square root of 113 or 10.6
Step-by-step explanation:
7^2+ 8^2= C
49+64=C
113=C
square root of 113 OR 10.6
Hope this helped :)
Answer:
Step-by-step explanation:
This is a super question and it is an excellent exercise for you. When I was teaching, once every term, I would ask my physics class to explain acceleration to a 7 year old. The stats favored the older women (mothers) who took the class. Almost none of the guys could do it. Here's why.
- The sentences had to be very short. They were barely 6 or 7 words long. They were complete sentences.
- The examples used had to be very simple. The secret to those mother's answers was they invariably picked something like a stop sign. They all knew that and they always got it right for those reasons.
You are trying to teach a seven or eight year old. Believe it or not, the first thing you have to do is check and see if they know their facts. Can they do 7+8 or 9+ 6 without hesitancy. If they can do those facts do they know the multiplication facts. 4 * 5 etc. They must know those things cold, or you are wasting your time. Don't ask me why. But you can't go on without those 2 fact types solid.
I take it you are trying to do word problems. The best thing you can do is teach them to read.
A man has a dime and a nickel and a penny. How much money does he have? Us a marker to underline the key statement.
a dime,
a nickel
a penny should be underlined. Don't ask for an answer - yet.
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Keep doing this problem over and over. You are not trying to get an answer. You are trying to get them to understand how to read a question
A person has just less than 4 quarters just less than 5 dimes and just less than 4 nickels. How many coins does he have. That's an important question because the grade three-er is going to have to know what less means.
That should get you started.
