[tex]{x}^{2} + x - 2[/tex]
solve this with first X last method​

Answer:

  A. 78

Step-by-step explanation:

You want the measure of one base angle of an isosceles triangle when it is given as (6x+6)° while angle K is given as 2x°.

You don't need to solve any equations to determine the correct answer choice. You just need to understand the relationship between angles in an isosceles triangle.

The two base angles in an isosceles triangle are congruent, so neither can be more than 90°. (Eliminates choice C.)

The base angle at (6x+6) is more than 3 times angle K at (2x), so the base angle cannot be as little as 12.75. (Eliminates choices B and D.)

The only viable answer choice is A. 78°.

The sum of angles in any triangle is 180°. The two base angles in an isosceles triangle are the same measure, so we have ...

  (6x +6)° +(6x +6)° +2x° = 180°

  14x +12 = 180 . . . . . . . . . . . divide by °, collect terms

  14x = 168 . . . . . . . . . . subtract 12

  x = 12 . . . . . . . . . . divide by 14

  ∠D = (6x +6)° = (6·12 +6)° = 78°

__

Additional comments

We are referring to the angle marked 2x° as "angle K" because Brainly doesn't like the word a.pex to show up in an answer.

We know triangle DKT is isosceles because the sides are marked with a single hash mark. The congruent base angles are opposite the congruent sides.

An altitude from K to segment DT would divide the triangle into two congruent right triangles, each with its half of angle K being x°. Then angles K/2 and T are complementary to that, so you could write ...

  6x +6 +x = 90   ⇒   7x = 84   ⇒   x = 12   ⇒   ∠D = 90° -12° = 78°

Once again, recognition that 6x+6 is somewhat greater than x means that angle D must be somewhat more than 45°. (The larger of two things is always greater than half their sum.)

Answer:

An Ideal solution follows the Raoult's law strictly

A Real solution shows deviation from the Raoult's law.

Step-by-step explanation:

The distance Issa travelled from school to his house is 9.6 km.

The actual length covered by the body is defined as distance travelled, whereas displacement is the straight path between the initial and final points.

Here,

Let the total distance between school and home be 'x' meters.

Issa jogged two-thirds of x = 2x/3

So the total distance between school and home is = 2x/3 + 3200

However, the total distance from school to home = x

= 2x/3 + 3200 = x

= 3200 = x/3

= 9600 = x

As a result, the total distance from school to home is 9600 meters.

We're now converting it to kilometers.

We know that 1000 meters equals one kilometer.

9600 meters = 1/1000 x 9600

= 9.6 kilometers

Therefore the distance travelled will be 9.6 km.

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Step-by-step explanation:

a linear relationship or function is described by

y = ax + b

that means that the difference from one y value to the next is defined by a constant ratio of y diff / x diff.

so, the first one is not linear.

because the difference ratios are not constant :

(1-0)/(1-0) = 1

(4-1)/(2-1) = 3

(9-4)/(3-2) = 5

the second one is linear.

the difference ratios are constant :

(1-0)/(1-0) = 1

(4-1)/(4-1) = 1

(9-4)/(9-4) = 1

the third one is not linear.

the difference ratios are not constant :

(3-1)/(3-2) = 2

(9-3)/(4-3) = 6

(27-9)/(5-4) = 18

the fourth one is linear.

the difference ratios are constant :

(5-1)/(4-2) = 4/2 = 2

(9-5)/(6-4) = 4/2 = 2

(13-9)/(8-6) = 4/2 = 2

Answer:

y=[tex]-\frac{1}{4}[/tex] x -6

Step-by-step explanation:

y=mx+b is the slope-intercept formula, m representing the slope and the b representing the y-intercept. Pick two points shown in the graph,

such as (4,-7) and (8,-8) and use what is called rise over run. This means you count the distance between these two points by subtracting the y values (rise) and placing the difference in a fraction over the difference between the x values (run). This is where you get the fraction [tex]\frac{1}{4}[/tex]. Because the slope is going down from left to right, it means that the slope is negative, hence the [tex]-\frac{1}{4}[/tex]. The y-intercept is the point where the line intercepts the y-axis, which in this case is -6, so if you replace the representative letters with the corresponding numbers in the slope-intercept formula, the answer is y=[tex]-\frac{1}{4}[/tex] x -6.

Completing the square – can be used to solve any quadratic equation. It is a very important method for rewriting a quadratic function in vertex form. Quadratic formula – is the method that is used most often for solving a quadratic equation.

In its most basic form, an equation is a mathematical statement that indicates that two mathematical expressions are equal. 3x + 5 = 14, for example, is an equation in which 3x + 5 and 14 are two expressions separated by a 'equal' sign. A mathematical statement made up of two expressions joined by an equal sign is known as an equation. 3x - 5 = 16 is an example of an equation. We get the value of the variable x as x = 7 after solving this equation.

Here,

Any quadratic problem may be solved by completing the square. It is a critical way for expressing a quadratic function in vertex form. The quadratic formula is the most often used method for solving a quadratic problem.

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In 8 months and 17 days Michael will reach the height of Caroline.

An equation is said to be linear if the maximum power of the variable is consistently 1. Another name for it is a one-degree equation. A linear equation with one variable has the conventional form Ax + B = 0. In this case, the variables x and A are variables, whereas B is a constant. A linear equation with two variables has the conventional form Ax + By = C. Here, the variables x and y, the coefficients A and B, and the constant C are all present.

A linear equation is one that has a degree of 1 as its maximum value. No variable in a linear equation, thus, has an exponent greater than 1. A linear equation's graph will always be a straight line.

Ax + B = 0, where A and B are both real integers, and x is the only variable, is the standard form or general form of a linear equation in one variable. Ax + By = C is the formula used to describe linear equations with two variables, where x and y are the variables and A, B, and C are any real values.

Let in x months Michael and Caroline will be at same height so,

36 + 0.75x = 39 + 0.4x

⇒0.35x = 3

⇒x = 8.57

So, in 8 months and .57*30 = 17 days Michael will reach the height of Caroline.

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The Quotient of Powers was used to simplify this expression is By simplifying 8 to 2^3 to make both powers base two and subtracting the exponents

We have given that,

2 to the fifth power, over 8 = 22

The simplification calculator allows you to take a simple or complex expression and simplify and reduce the expression to it's simplest form or to rewriting the same algebraic expression with no like terms and in a compact manner.

By simplifying 8 to 2^3 to make both powers base two and subtracting the exponents.

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Answer:

C.

Step-by-step explanation:

To find the equation of the line that goes through the points (5, 3) and (-1, 2), we can use the point-slope form of a linear equation. The point-slope form is given by:

y - y1 = m(x - x1)

where (x1, y1) is a point on the line, and m is the slope of the line.

To find the slope of the line, we can use the following formula:

m = (y2 - y1)/(x2 - x1)

Plugging in the coordinates of the two points, we get:

m = (2 - 3)/(-1 - 5) = -1/6

Substituting this value of m and the coordinates of one of the points into the point-slope form, we get:

y - 3 = -1/6(x - 5)

This simplifies to:

6x + y - 13 = 0

Therefore, the equation of the line is:

6x + y - 13 = 0

The candies left for Kyla were 10 based on the amount given to her sister and friend from total 20 candies.

Firstly we will calculate the remaining candies from twenty after giving to her sister. Next calculation will be the final answer representing candies left for Kyla herself.

Remaining candies = total number of candies - 1/5×total candies

Keep the values in formula

Remaining candies = 20 - 1/5×20

Remaining candies = 20 - 4

Remaining candies = 16

Total candies for Kyla = remaining candies - 3/8×remaining candies

Candies for Kyla = 16 - 3/8×16

Candies for Kyla = 16 - 3×2

Candies for Kyla = 16 - 6

Candies for Kyla = 10

Thus, Kyla received 10 candies.

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Most of the students ran more than 3 laps and Most of the students ran 2 1/2 laps.

An equation is an expression that shows the relationship between two or more numbers.

From the line plot shown:

Total number of students = 3 + 4 + 2 + 2 + 8 + 4 + 6 + 9 = 38

Students who ran more than 3 laps = 2 + 8 + 4 + 6 + 9 = 29

Students who ran more than 2 1/2 laps = 2 + 2 + 8 + 4 + 6 + 9 = 31

Students who ran more than 3 1/2 laps = 2 + 8 + 4 + 6 + 9 = 29

Hence:

Most of the students ran more than 3 laps and Most of the students ran 2 1/2 laps.

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An initial investment of $580, earning 3% annually-compounded interest, will take 18.429 years (investment period) to reach $1,000.

The period for the investment to accumulate to $1,000 at 3% compounded interest is computed using an online finance calculator.

The parameters required include identifying the interest rate, compounding period, present investment, and future value., from the given formula:

A = 580(1.03)^t

$1,000 = 580(1.03)^18.429

I/Y (Interest per year) = 3%

PV (Present Value) = $580

PMT (Periodic Payment) = $0

FV (Future Value) = $-1000

Results:

N = 18.429

= 18 years and 5 months

Total Interest = $420

Thus, for the account to reach $1,000, it will take 18 years and 5 months.

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A = 580(1.03)^t

Step-by-step explanation:

The Radius of the larger semi circle = [tex]\frac{12}{2}[/tex] = [tex]6[/tex][tex]cm[/tex]

Area of the 2 larger semi Circles = [tex]\frac{\pi r^{2} }{2}[/tex][tex]X2[/tex]

                                                  = [tex]\frac{3.14X(6)^{2} }{2} X 2[/tex]

                                                   = [tex]\frac{113.04}{2} X2[/tex]

                                                    = [tex]113.04[/tex] [tex]cm^{2}[/tex]

Radius of the smaller semi circle = [tex]\frac{5}{2} = 2.5cm[/tex]

Area of the smaller semi circle = [tex]\frac{\pi r^{2} }{2}[/tex][tex]X2[/tex]

                                                    = [tex]\frac{3,14X(2.5)^{2} }{2} X 2[/tex]

                                                     = [tex]196.25[/tex][tex]cm^{2}[/tex]

Combined Area = [tex]113.04 + 196.25[/tex]

                           = [tex]309 . 29cm^{2}[/tex]

[tex] \longmapsto \: 2(2x - 1 + x + 9) = 103 \\ \\ \longmapsto \: 2(3x + 8) = 106 \\ \\ \longmapsto \: 6x +16 = 106 \\ \\ \longmapsto \: x = \frac{90}{6} \\ \\ \longmapsto \: x = 15 [/tex]

So,

[tex]l = 2 \times 15 - 1 = 29 \\ \\ b = 2 + 15 = 17[/tex]

The perimeter of a rectangle is given by the formula P = 2(l + w), where P is the perimeter, l is the length, and w is the breadth (or width) of the rectangle.

In this case, we know that the perimeter is 106 cm, so we can set up the equation:

106 = 2(l + (X + 9))

106 = 2l + 2X + 18

We also know that the length of the rectangle is 2X - 1, so we can set this equal to l:

2X - 1 = l

Now we have a system of two equations with two unknowns (l and X). We can substitute the value of l from the second equation into the first equation and solve for X:

106 = 2(2X - 1 + (X + 9))

106 = 2(3X + 8)

106 = 6X + 16

90 = 6X

X = 15

Now that we know the value of X, we can substitute it back into the equation for the length of the rectangle to find the length:

l = 2X - 1 = 2(15) - 1 = 29 cm

And then we can use the value of X again to find the breadth:

w = X + 9 = 15 + 9 = 24 cm

So the length of the rectangle is 29 cm and the breadth is 24 cm.

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The graph of the given linear equation 2x+3y=6 cuts the Y-axis at A(0,2).

For the graph of linear equation to cut the Y-axis its X-co-ordinate should be zero as abscissa is zero on Y-axis or the equation of Y-axis is x=0. Also the set of coordinates should satisfy the equation.

From the given set of coordinates, A(0,2) B(4,0) C(2,6) D(2,0), it is clear that the graph of the equation 2x+3y=6 cuts the Y-axis at A as it’s X-co-ordinate or abscissa is zero. So, it satisfies the first condition.

To satisfy the second condition the points of a should satisfy the equation given

LHS= 2x+3y

RHS=6

A(0,2)

Substituting the values of x and y in 2x+3y,

2(0)+3(2)=6

Therefore LHS=RHS

Hence, at point A(0,2) the graph of the given equation cuts the Y axis.

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The value of x is 45 degree and value of y is 49 degree.We can find by using supplementary and corresponding angles.

Supplementary angles are those angles that sum up to 180 degrees. To find the angle which is supplementary to another angle subtract the given angle from 180 degrees. For example if one angle is 60 degrees then another angle is 180 – 60 = 120 degrees.

Corresponding angles are the angles that are formed when two parallel lines are intersected by the transversal. The opening and shutting of a lunchbox, solving a Rubik's cube, and never-ending parallel railway tracks are a few everyday examples of corresponding angles.

Now we find

according to supplementary angles

3x+45=180

3x=180-45

x=45

According to corresponding angles

y-4=45

y=45+4

y=49

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Answer:

x = 11.2

Step-by-step explanation:

We know that the second triangle is just a smaller scale of the bigger triangle.

So, first, we take

28 divided by 25 = 1.12

Then we take

10 times 1.12 = 11.2

So, x = 11.2

The value of k is 3. We have to equal the distance between PA and PB and then solve the equation by squaring both side.

Given is that P(2k, k) is equidistance from A(-2, 4) and B(7, -5).

First, we try to understand what is distance formula between 2 points

let's suppose we have 2 points (x1, y1) and (x2, y2).

Find the distance between them.

The separation between two points the coordinates of two points in space are used in the formula. In coordinate geometry, a two-dimensional or three-dimensional space can be used to calculate the distance between two points using the distance formula. The Pythagoras theorem is also applied to the distance formula for two points.

The length of the line segment bridging two points on a plane is known as the distance between the points. d=√(x2 - x1)^2 + (y2 - y1)^2 is a common formula to calculate the distance between two points. This equation can be used to calculate the separation between any two locations on an x-y plane or coordinate plane.

Given that PA = PB.

First, find what is PA

[tex]\sqrt{(2k+2)^2 + (k-4)^2}[/tex]

Here we will use the formula of

(a + b)^2  = a^2 + 2ab + b^2

(a - b)^2 = a^2 -2ab + b^2

[tex]\sqrt{4k^2+8k + 4 + k^2 -8k + 16}[/tex]

[tex]\sqrt{5k^2+20}[/tex].

Now find what is PB.

[tex]\sqrt{(2k-7)^2 + (k+5)^2}[/tex]

[tex]\sqrt{4k^2 + 49 -28k + k^2 + 25 + 10k}[/tex]

[tex]\sqrt{5k^2 - 18k + 74}[/tex]

PA = PB.

[tex]\sqrt{5k^2 + 20 } = \sqrt{5k^2 -18k + 74}[/tex]

squaring both sides.

5k^2 + 20 = 5k^2 -18k + 74

18k  =  74-20

18k = 54

k = 3.

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The amount of interest a single deposit earns for the period of one year is equal to your initial investment multiplied by this yield.

Compound interest may be computed using the formula FV = P*(1+R/N)(N*T), where FV is the loan or investment’s future value, P is the original principle amount, R is the yearly interest rate, N is the number of times interest is compounded each year, and T is the period in years.

The amount of interest earned on a single deposit over a year is equal to your initial investment multiplied by this return. As an example: After a year, $1,000 invested at a 5.00% annual effective return yields $50.00 in interest. $1,000.00 x 5.00% = $50.00.

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WeDeliver: The total cost of sending the parcel with WeDeliver is £64.00.

Total cost is the sum of all costs associated with a particular purchase, project, or investment. It includes the cost of materials, labor, and any other expenses incurred such as taxes, fees, and shipping. Total cost is an important factor in determining whether or not a project or purchase is feasible. When evaluating the total cost, one must consider any associated risks, such as the risk of a market downturn or currency fluctuations.

This is calculated by summing the three dimensions of the cuboid (10 cm + 20 cm + 40 cm) and then multiplying this sum by £0.80.

GoParcels: The total cost of sending the parcel with GoParcels is £48.00. This is calculated by multiplying the total area, in cm, of all 6 faces of the cuboid (10 cm x 20 cm x 2 + 10 cm x 40 cm x 2 + 20 cm x 40 cm x 2) by £0.02.

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The XYZ axis is called as X-axis, Y-axis, and Z-axis, respectively.

The term axis in math is defined as  a line with respect to which a curve or figure is drawn, measured, rotated, etc.

Here we have given that XYZ axis, in math are no standard names for the coordinates in the three axes

Based on these the coordinates are often denoted by the letters X, Y, and Z, or x, y, and z.

And these axes may then be referred to as the X-axis, Y-axis, and Z-axis, respectively.

Here in the graph x-axis and y-axis represent the first two dimensions where as the z-axis, the third dimension. Which is also defines the x and y denote width and height and the z denotes depth.

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The axis of symmetry of the function f(x) = -( x 9 )( x 21) is x = 15.

The axis of symmetry of a parabola is a line that divides the parabola into two exact mirror images. In this case, the parabola is defined by the quadratic function f(x) = -(x-9)(x-21). To find the axis of symmetry, we can take the average of the x-coordinates of the two solutions, which are 9 and 21. The average of 9 and 21 is 15, so the axis of symmetry is x = 15. This means that the parabola is symmetrical about the line x = 15, and the vertex of the parabola is located at the point (15,0).

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Yes, the order of the quantities in an inequality matters, and examples are given to show why.

The four inequality symbols, along with their meaning, are presented as follows:

It is known that the number 5 is greater than the number 3, hence the inequality that describes these numbers is given as follows:

5 > 3.

However, if we tried to apply the commutative property, that is, changing the order of the numbers, we would have that:

3 > 5.

Which is a false statement, as the number 3 is less than the number 5, and not more.

This shows that the order of the symbols in an inequality in fact does matter.

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Triangle ABC is translated to triangle EFG because a vertical translation of 10 units and a horizontal translation of 5 units maps triangle ABC onto triangle EFG.

It is the movement of the shape in the left, right, up, and down directions.

The translated shape will have the same shape and shape.

There is a positive value when translated to the right and up.

There is a negative value when translated to the left and down.

We have,

Triangle ABC.

A = (-9, -2)

B = (-9, -7)

C = (-7, -7)

Triangle EFG.

E = (-4, 8)

F = (-4, 3)

G = (-2, 3)

Now,

With a vertical translation of 10 units up on triangle ABC and 5 units right of the horizontal translation will give us triangle EFG.

i.e,

(-9, -2) = (-9 + 5, - 2 + 10) = (-4, 8)

(-9, -7) = (-9 + 5, -7 + 10) = (-4, 3)

(-7, -7) = (-7 + 5, -7 + 10) = (-2, 3)

Thus,

Vertical translation of 10 units up and horizontal translation of 5 units right.

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Answer:

1: Congruent

2: 10

3: 5

Step-by-step explanation:

The arithmetical symbols in between these numbers make the total 1 gross will be 6 + 6 - 6 - 6 + 6 / 6.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

Place the arithmetic symbol between the 6 times 6 to become one. Then we have

⇒ 6 + 6 - 6 - 6 + 6 / 6

⇒ 1

The arithmetical symbols in between these numbers make the total 1 gross will be 6 + 6 - 6 - 6 + 6 / 6.

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