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Soloha48 [4]
3 years ago
6

HELPPPPP PLEASE I need to solve this

Mathematics
2 answers:
kiruha [24]3 years ago
4 0

Answer:

85°

Step-by-step explanation:

there's 180° in a triangle

9966 [12]3 years ago
4 0

Step-by-step explanation:

x + 65° + 30° = 180° { being sum of angles of triangle }

x + 95° = 180°

x = 180° - 95°

x = 85°

Hope it will help :)

You might be interested in
6
Murrr4er [49]

Answer:

Isometry: An isometry is a transformation that maintains congruency.  This means that the transformation does not change the figure's size or shape.

Make sure your child is familiar with the Cartesian coordinate system including the horizontal x-axis, the vertical y-axis, and the (x,y) convention used for locating points.

If you have not already done so, you may wish to review this congruency lesson with your child.

Translations

This section will help your child to translate congruent figures on a Cartesian plane. It will also introduce translation vectors which show the distance and direction of the translation.

Translations

Figure J is the pre-image. Figure S is translated.

A figure is a translation if it is moved without rotation.

Translation Vector

A Translation Vector is a vector that gives the length and direction of a particular translation. Vectors in the Cartesian plane can be written (x,y) which means a translation of x units horizontally and y units vertically.

figure being translated

Vectors translations can be written as shown in either of these two ways:

format example for writing vectors

This vector can be said to be ray AB or vector D.

You translate a figure according to the numbers indicated by the vector.  So if one point on a figure has coordinates of (-3,3)  and the translation vector is (-1,3), the new coordinate is (-4,6). You add or subtract according to the signs in the numbers in the vector.

Work through the two examples below with your child to see how to apply translation vectors.

square translated on cartesian grid

The red square's coordinates are:

(-4,3); (-4,8); (-9,3); (-9,8).

What are the coordinate pairs under a translation vector of (1,-1) as shown by the blue square?

The new coordinates are:

(-3,2); (-3,7); (-8,2); (-8,7).

You can see that the translation did not move the figure far because the vector translation is small.

square translated on cartesian grid

We will try a different vector translation of (3,-9) on the same red square

The new coordinates are:

(-1,-6); (-1,-1); (-6,-6); (-6,-1).

Get you child to try the next example. Do not look at the answer until he or she has tried to work it through the task.

single triangle on cartesian grid

Task: Translate ΔABC with a vector translation of (6,-2)

Steps:

Find the coordinates of Δ ABC.

Add 6 to the X coordinates and subtract 2 (or add -2) from the Y coordinates.

Plot the new coordinates on the grid.

Answer and Explanation

Coordinates of ΔABC are:

(-5,1); (-2.5,7); (0,1)

Add 6 and subtract 2

A1 = (-5 + 6, 1 - 2) = (1,-1)

B1 = (-2.5 + 6, 7 - 2) = (3.5,5)

C1 = (0 + 6, 1 - 2) = (6,-1)

Plot ΔA1B1C1

Rotations

This section will show your child how to rotate a figure about the origin on a Cartesian plane. Work through the two examples below:

Note: Make sure your child knows that the origin is the intersection of the X and Y axes; (0,0) on the Cartesian plane.

Rotation Transformation: Example 1

Look at the four triangles on the Cartesian plane below. Each one is rotated about the origin as shown in the table.

Triangle B Triangle C Triangle D

90° rotation of Triangle A about the origin 90° rotation of Triangle B about the origin 90° rotation of Triangle C about the origin

 180° rotation of Triangle A about the origin 180° rotation of Triangle B about the origin

   270° rotation of Triangle A about the origin

The coordinates are:

Triangle A (-2,2) (-10,2) (-6,8)

Triangle B (2,2) (2,10) (8,6)

Triangle C (2,-2) (10,-2) (6,-8)

Triangle D (-2,-2) (-2,-10) (-8,-6)

Note the pattern in the coordinates for corresponding vertices on the triangles.

Rotation Transformation: Example 2

The coordinates of Pentagon ABCDE are:

(0,4); (7,4); (9,2); (7,0); (0,0)

Pentagon ABCDE is rotated 180° about

the origin making the coordinates of

Pentagon A1B1C1D1E1:

(0,-4); (-7,-4); (-9,-2); (-7,0); (0,0)

Note how the coordinates of

corresponding vertices are opposite

integers (just the +/- sign is different).

This is always the case with 180°

rotations about the origin.

Reflections

This section will help your child to reflect a figure over an axis on a Cartesian plane

Work through the two reflection examples below.

Reflection Transformation: Example 1

The coordinates of LMNO are:

(-7,5); (0,5); (-2,1); (-5,1)

LMNO is reflected over the X-axis

making the coordinates of

L1M1N1O1:

(-7,-5); (0,-5); (-2,-1); (-5,-1)

Note how the x-coordinates remain the

same but the y-coordinates change to

their opposite integer (i.e. the sign changes).

This is always the case with reflections over the X-axis.

Step-by-step explanation:

6 0
3 years ago
How can you multiply 5 x 2/12
Nikitich [7]

Answer:

12 1/2

Step-by-step explanation:

Hi Glenishagreaves!

The easiest way to begin is to convert 2 \frac{1}{2} to an improper fraction.

2 × 2 = 4 + 1 = 5.

So  2 \frac{1}{2} = \frac{5}{2}

5 × \frac{5}{2} = \frac{25}{2}

Converting to a mixed number gives a final answer of \boxed{12 \frac{1}{2} }$.

6 0
3 years ago
At the city museum, child admission is $5.30 and adult admission is $9.70 . On Wednesday, three times as many adult tickets as c
romanna [79]
24 will be sold on that ray
6 0
4 years ago
A 111-unit by 444-unit rectangle is shown below.
Dennis_Churaev [7]

Answer:

2 2/3 Square Units

Step-by-step explanation:

To Find The Area Of Shaded Rectangle, We Must Multiply The Rectangle's Length And Width. The Length Of The Shaded Rectangle is 4 Units The Width Of The Rectangle Is 2/3 Of Unit. Area Of Rectangle = Length x Width So, 4/1 x 2/3 = 2 2/3  That's Your FINAL Answer!

Mark As Brainliest Pls! =)

8 0
2 years ago
Table of inches and centimeters
TEA [102]

If you compare table values to answer choices, you can see right away that several don't work. The number of centimeters is greater than the number of inches, so adding to or multiplying the number of centimeters by some number more than 1 will not give you the smalller number that is inches.

While it may work for the first number (5 inches) to add 7.7 to get the first number of centimeters (12.7), you have to know that you can only add like to like. You can only add inches to inches (getting a result of inches), or centimeters to centimeters (getting a result of centimeters). From the point of view of the units involved, it is <em>nonsensical</em> to add a pure number to a number of inches and expect to get a number of centimeters.

So, we're down to the second choice:

- The number of inches is multiplied by 2.54 to find the number of centimeters.

_____

To find the pattern in the table, you can ...

  • observe that the inch values differ by 1
  • observe that the centimeter values differ by 2.54
  • realize that the constant differences mean the relation between inches and centimeters is linear, and that a change in an inch value of 1 inch is multiplied by 2.54 to find the corresponding change in centimeter value.

_____

I don't know what the first step in your problem solving process is supposed to be. In my problem solving process, the first step is always to <em>look at what you are given</em>. The next step is <em>look at what you are being asked for</em>.

8 0
3 years ago
Read 2 more answers
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