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Lapatulllka [165]
3 years ago
5

436.8 divided by 62.08

Mathematics
2 answers:
Readme [11.4K]3 years ago
7 0

Answer:

7.03 if your rounding to the nearest tenth then its 7

Step-by-step explanation:

Julli [10]3 years ago
3 0

Answer:

7.036082474

Step-by-step explanation:

round it I guess to the place your supposed too

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95 POINTS
gavmur [86]

Answer:

1)

Step-by-step explanation:

Let's assume we know the measurement for angle F (let's just call it 20 degrees to help us imagine things).

The triangle in the right of the drawing and the bigger triangle (that contains both of the triangles) share that angle.

We are given angleEDF has measurement 90 degrees because of the square there.

We can find angleE's measurement using that the sum of the interior angles of a triangle is 180.

I'm looking at the green triangle you have 90+20+mAngleE=180.

Let's solve that for mAngleE.

90+20+mAngleE=180

110+mAngleE=180

Subtract 110 on both sides:

mAngleE=180-110

mAngle=70.

The only way we are going to prove these triangles are similar is if we have a condition that helps us show that the smaller two triangles are also 20-70-90 triangles.

Let's look at choice 1)

If DG is an altitude then DG is perpendicular to EF.  Perpendicular means it forms 90 degree angles at the intersection.

If we look at the right triangle, this gives us enough information to find the last angle, the angle known as GDF.

mAngleGDF+20+90=180

mAngleGDF+110=180

Subtract 110 on both sides:

mAngleGDF=70.

So we have a 20-70-90 triangle again.  So the one on the right and the green triangle are similar.

We can find angle EDG's measurement to since we know angle E's measurement is 70 and angle EGD's measurement is 90.

mAngleEDG+70+90=180

mAngleEDG+160=180

mAngleEDG=20

So we have a 20-70-90 triangle again. So the one on the left is similar to the other two triangles in this picture as well.

Again if the corresponding angles of a triangle are congruent then the triangles are at least similar.

I provided a drawing for number 1 with the example I put here.

Let's look at 2). We already know EF is an hypotenuse of triangle EDF since it is opposite the 90 angle that is EDF.

2 doesn't help us because it gives no additional information.

Let's look at 3). Segment ED is shorter than segment DF. This gives us no measurements or even a ratio to compare the sides.  

Let's look at 4). Angle is congruent to itself. There is only one angle that can be seen as angle E in this picture so this also provides no additional information.

5 0
3 years ago
Read 2 more answers
On a bulletin board, the principal, Ms.Gomez, put 115 photos of the fourth grade students in her school. She put the photo in 5
Basile [38]
I’m assuming you mean there are 5 rows which are equal, and use all the 115 photos. If this is the case then 115/5 is 23 photos per row.
4 0
3 years ago
A school was attempting to determine the proportion of students who have access to the internet in their homes. Demographic data
Likurg_2 [28]

Answer:

Z = -1.789

P value = 0.036807

Step-by-step explanation:

Here

H0: p = 0.85 students will have access to the internet at home

Ha: p < 0.85 students will have access to the internet at home

As per the given data, out of 120 sampled students, 95 have access to internet at home

This is 79.17 % of the total number of sampled students.

The Z values is given by

Z = \frac{p-p'}{\sqrt{\frac{p(1-p)}{n} } }

Substituting the given values, we get -

Z = \frac{0.7917-0.85}{\sqrt{\frac{0.85(1-0.85)}{120} } }\\Z = -1.789

The sample proportion of 0.7917 is about -1.789 standard errors below the population proportion given in the null hypothesis.

Considering, result is significant at p < .05, the P-Value is .036807.

3 0
3 years ago
What is the equation of the line that passes through the point (-6, -2) and has a<br> slope of 1/6
Levart [38]
<h2>Answer:</h2>

Step 1: Determine <u><em>b</em></u> by using the point (-6,-2), the given slope, and the slope intercept formula, y = mx + b.

y = mx + b\\\\-2 = \frac{1}{6}(-6) + b\\\\-2 = -1 + b\\\\-1 = b

Step 2: Now that we have <u><em>b</em></u>, we can determine the equation of the line.

y = \frac{1}{6}x -1

I didn't use <em>+ (-1)</em> because <em>b</em> is negative. Therefore you need to change the equation from <em>y = 1/6x + (-1)</em> to <em>y = 1/6x - 1</em>.

4 0
3 years ago
How do I simplify these expressions?<br> 5(x+8)+3<br> 3.6x-7-5.1x<br> 4+8x+2.2-10x
Aleks04 [339]

Answer:

1. 5x +43

2. -1.5x - 7

3. 6.2 - 2x

Step-by-step explanation:

<u />

<u>Equation 1:</u>

5 (x+8) +3

First, we can distribute the 5 to the (x+8) and get 5x + 40. Distributing is when we multiply the 5 by the first number (x) and then by the second number (8) Because they aren't like terms (don't both have x's) we cannot combine then and must keep them separated by a subtraction sign

Now we have: 5x + 40 + 3

Next, we can combine the like terms. This means that any that have the same variable can be combined. So, the 5x has no other x's so he has to stay how he is. The 40 and the 3, however, can be added together to get 43.

Our finished equation is: 5x + 43

<u />

<u>Equation 2:</u>

3.6x - 7 - 5.1x

First, we can combine like terms as we learned in the last problem. This would be our x's since we have multiple.

We can add 3.6x and -5.1x and get -1.5x

Now we have: -1.5x - 7

<u />

<u>Equation 3:</u>

4 + 8x + 2.2 - 10x

We can start with either the numbers with x's or without but I'll just do the x's. So we have 8x and -10x. Adding these together would get us -2x.

Next, we can combine 4 and 2.2 and get 6.2.

Now, putting these back into our equation would look like this:

6.2 - 2x

I'm not sure how much my explanations helped, but I hope you understand!!

8 0
3 years ago
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