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Goryan [66]
2 years ago
14

PLZ HELP I NEED THE ANSWER

Mathematics
2 answers:
Yakvenalex [24]2 years ago
7 0

Answer:

D I belive

Step-by-step explanation:

Anna71 [15]2 years ago
4 0

Answer:

i think its a

Step-by-step explanation:

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PLEASE HELP ASAP! QUESTION IS IN THE PICTURE! 30 POINTS!
Vadim26 [7]

65 = 12.1+h  the flower is 65 inches.  it has grown 12.1 inches since the last time he measured it.  the last time he measured it, it was height h.


65 = 12.1 + h

subtract 12.1 from both sides

65-12.1 = 12.1 + h- 12.1

52.9 = h

The last time he measured it it was 52.9 inches


5 0
3 years ago
Which angle is congruent to BGC?
lawyer [7]

Answer:

BFC makes this angle add up to 90 degree at BFD

Therefore it becomes complementary to angle CFD

4 0
3 years ago
Read 2 more answers
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ohaa [14]

Answer: A is first

Step-by-step explanation:

3 0
3 years ago
Can someone please help me I’ll give brilliant thingy
cricket20 [7]

Answer:

Yes, the shapes are similar. Note, the angles are equivalent and the sides are scales of each other satisfying the requirements for similarly.

Step-by-step explanation:

For a shape to be similar there are two conditions that must be met. (1) Must have equivalent angles (2) Sides must be related by a scalar.

In the two triangles presented, the first condition is met since each triangle has three angles, 90-53-37.

To test if the sides are scalar, each side must be related to a corresponding side of the other triangle with the same scalar.

9/6 = 3/2

12/8 = 3/2

15/10 = 3/2

Alternatively:

6/9 = 2/3

8/12 = 2/3

10/15 = 2/3

Since the relationship of the sides is the scalar 3/2 (Alternatively 2/3), then we can say the triangles meet the second condition.

Given that both conditions are satisfied, then we can say these triangles are similar.

Note, this is a "special case" right triangle commonly referred to as a 3-4-5 right triangle.

Cheers.

8 0
2 years ago
A student thinks that the regular pentagon in the diagram
Nadya [2.5K]

Answer:

A

Step-by-step explanation:

The student must have thought that every single arrowhead is a line of symmetry, so since there are 10 arrowheads, there must be 10 lines of symmetry. This is incorrect because if you look closely at the diagram, each line has 2 arrowheads, so the student is overcounting by a factor of 2. They should have just counted the number of lines, not arrowheads. Therefore, there must be 10/2 = 5 lines of symmetry, not 10. Hope this helps!

4 0
3 years ago
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