Find the measure of angle A

Answer:

21/28 = 3/4

Step-by-step explanation:

Answer:

Step-by-step explanation:

75x + -300 = 25x + 200

Reorder the terms:

-300 + 75x = 25x + 200

Reorder the terms:

-300 + 75x = 200 + 25x

Solving

-300 + 75x = 200 + 25x

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '-25x' to each side of the equation.

-300 + 75x + -25x = 200 + 25x + -25x

Combine like terms: 75x + -25x = 50x

-300 + 50x = 200 + 25x + -25x

Combine like terms: 25x + -25x = 0

-300 + 50x = 200 + 0

-300 + 50x = 200

Add '300' to each side of the equation.

-300 + 300 + 50x = 200 + 300

Combine like terms: -300 + 300 = 0

0 + 50x = 200 + 300

50x = 200 + 300

Combine like terms: 200 + 300 = 500

50x = 500

Divide each side by '50'.

x = 10

Simplifying

x = 10

Answer:

C: √768

Step-by-step explanation:

I hope this helped and if it did I would appreciate it if you marked me Brainliest. Thank you and have a nice day!

Answer:

[tex]60[/tex]

Step-by-step explanation:

[tex]Let\ the\ constant\ of\ proportionality\ between\ the\ angles\ be\ x\\Hence,\\\angle 1=3x\\\angle 2=4x\\\angle 3=5x\\\angle 4=6x\\Hence,\\We\ know\ through\ the\ Angle\ Sum\ Property\ Of\ A\ Quadrilateral\ that\ \\'The\ Sum\ Of\ All\ The\ Interior\ Angles\ Of\ A\ Quadrilateral\ is\ 360'.\\Hence,\\\angle 1+\angle 2+\angle 3+\angle4=360\\Hence,\\3x+4x+5x+6x=360\\7x+11x=360\\18x=360\\x=360/18\\x=20\\Now,\\From\ the\ observations\ we\ know\ that,\\[/tex]

[tex]\angle4\ with\ a\ measure\ of\ 6x\ is\ the\ largest\ angle.\\While, \angle1\ with\ a\ measure\ of\ 3x\ is\ the\ smallest.\\Hence,\\6x-3x\\=3x\\As\ x=20,\\3x=3*20=60[/tex]

Answer:

On average, she digs 45 plants per week

Step-by-step explanation:

Here, we have the number of plants dug in every saturday for three weeks

we now want to get the average of the three weeks

We proceed to add up all what has been dug in the three weeks and divide by 3

Mathematically, that would be;

(42 + 60 + 33)/3 = 135/3 = 45

Answer: 7, 28, 63, 112, 175, 252, ...

Step-by-step explanation:

7, 28, 63, 112, ...

7*1, 7*4, 7*9, 7*16, ...

7*1², 7*2², 7*3^2, 7*4², ...

Hence, 7n², n=1, 2, 3, 4, ...

7*5²=

7*5*5=

175

7*6²=

7*6*6=

252

Thus,

7, 28, 63, 112, 175, 252, ...

Answer:

241

Step-by-step explanation:

a(n) = a +(n-1)d

a=-4

d=1+5=6-1=11-6=5

   a(n) = -4+(n-1)5

   a(n) = -9+5n

   a(55) = -9+5(50)

            =241

hope this helps

The value of x in the given triangle is 61

From the question, we are to calculate the value of x in the given triangle.

In a given triangle ABC, with interior angles A, B, and C, the sum of the angles is 180°.
That is,

∠A + ∠B + ∠C = 180°

Thus,

In the given triangle,

37° + 82° + x° = 180° (Sum of angles in a triangle)

Solve for x in the in the equation above

37° + 82° + x° = 180°

Add the numbers

119° + x° = 180°=

Subtract 119° form both sides

119° - 119° + x° = 180° - 119°

x° = 61°

Hence, the value of x in the given diagram is 61

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Answer:

so ill tell you how to get the answer, okay?

Step-by-step explanation:

well, it's a right triangle so you use the formula for a rectangle and cut everything in half and what you have at the end is your answer. hope this helps somewhat. :-)

Answer:

the answer is 4√3

Answer:

it would be c because you add them

Answer:

C

Step-by-step explanation:

straight guess

Answer:

4

Step-by-step explanation:

Given that [tex]2\frac 1 2 \div \frac 1 8 =20[/tex]

[tex]\Rightarrow \frac 5 2 \div \frac 1 8 =20[/tex]

[tex]\Rightarrow \frac 5 2 \times 8 1 =20 \cdots(i)[/tex]

Now, [tex]2\frac 1 2 \div \frac 5 8[/tex] [tex]= \frac 5 2 \div \frac 5 8[/tex][tex]=\frac 5 2 \times \frac 8 5[/tex]

This can be written as

[tex]\frac 5 2 \times \frac 8 5=\frac 5 2 \times \left( \frac 8 1 \times \frac 1 5\right)[/tex] [as [tex]\frac 8 5=\frac 8 1 \times \frac 1 5[/tex]]

[tex]=\left(\frac 5 2 \times \frac 8 1 \right)\times \frac 1 5[/tex]

[tex]=20 \times \frac 1 5[/tex] [ by using equation (i)]

=4

Hence, [tex]2\frac 1 2 \div \frac 5 8=4[/tex]

Can you help me with my question??

The expression of the mathematical statement given as the product of 50 and the number of employees is 50x

The mathematical statement is given as

The product of 50 and the number of employees

The product of numbers means multiplication

So, we have

The product of 50 and the number of employees = 50 * the number of employees

Let number of employees be x

So, we have

The product of 50 and the number of employees = 50 * x

Evaluate the product

The product of 50 and the number of employees = 50x

Hence, the expression of the mathematical statement given as the product of 50 and the number of employees is 50x

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The expression as a number in scientific notation is 4.2 * 10^5

The expression is given as:

quantity 7 times 10 cubed end quantity times quantity 5.4 times 10 to the fourth power end quantity all divided by quantity 9 times 10 squared

Rewrite properly as:

[7 * 10^3 * 5.4 * 10^4]/[9 * 10^2]

Evaluate the product of 7 and 5.4

So, we have:

[37.8* 10^3 * 10^4]/[9 * 10^2]

Evaluate the product of 10^3 and 10^4

So, we have:

[37.8* 10^7]/[9 * 10^2]

Evaluate the quotient of 37.8 and 9

So, we have:

[4.2 * 10^7]/[10^2]

Evaluate the quotient of 10^7 and 10^2

So, we have:

4.2 * 10^5

Hence, the expression as a number in scientific notation is 4.2 * 10^5

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33+55

you would do 33+55

Answer:

A linear equation

Step-by-step explanation:

It just is

Answer:

Step-by-step explanation:

2x + -1y = -42

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add 'y' to each side of the equation.

2x + -1y + y = -42 + y

Combine like terms: -1y + y = 0

2x + 0 = -42 + y

2x = -42 + y

Divide each side by '2'.

x = -21 + 0.5y

Simplifying

x = -21 + 0.5y

hope helps you

The given set ℤ can be written as {..., -3, -2, -1, 0, 1, 2, 3, ...}.

The given set ℤ can be written as { x | x is an integer, -∞ < x < ∞}.

Disclaimer:

I assume that ℤ in the question indicates the set of all integers.

Sets are the basis of mathematics. One can write sets in different ways and form smaller sets of elements from a larger set.

Any set can be written in two forms.

Roster form:

Roster form is one way to write sets. The roster form lists the elements of a set within braces, { }. Let's see a few examples for the roster form.

So, the given set ℤ can be written as {..., -3, -2, -1, 0, 1, 2, 3, ...}

Set-builder notation:

Set-builder notation is another way to write sets. Set-builder notation describes by enumerating its elements or stating the properties that its elements must satisfy. Let's see a few examples for the set-builder notation.

So, the given set ℤ can be written as { x | x is an integer, -∞ < x < ∞}. This is read as "the set of all real numbers x, such that x is an integer".

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Answer:

Chubby ran a distance of 6,283 m

Step-by-step explanation:

The length of one run is simply equal to the circumference of the circle

Mathematically, C = pi * d

C = 22/7 * 20 = 62.83 cm

So if one rotation is a distance of 62.83 cm, then 100 rotations will be a distance of;

62.83 * 100 = 6,283 m

Answer:

yeah ur right

Step-by-step explanation:

Answer: 718.38 units³

Step-by-step explanation:

Formula for volume of a cone:

V = πr²•h/3

You have the following information given:

r = 7

h = 14

Plug your values in:

V = π(7)²•(14)/3

V = 718.38 units³

BUT since your instructions say to enter only the number, your answer is just 718.38 with no units after it.

Hope this helps! :)

Answer: x=13/2

Step-by-step explanation: hope this helps!

Answer:

74x7=518

so she need 518 cup of sugars

Answer: The answer is $21.60

Step-by-step explanation:

Answer:

A. $21.60

Step-by-step explanation:

Answer:

the answer should be (1,6)

Answer:

1

Step-by-step explanation:

3x +2 (6x) =15

3x +12x =15

15x =15

x = 15/15

x=1

Answer:

We need to know how many students are in sixth grade and compare the real number with the 84 sixth graders that Jasmine claims to be.

Step-by-step explanation:

We would need to know how many students are in sixth grade to determine who is right. If two students out of seven have an overdue library book and grace claims that 24 of them are overdue by that means, what we would need to do is divide the allegedly 24 students between 2. Now we have 12 pairs of students that have overdue books. For every pair of students in sixth grade that have overdue books, seven students don’t have overdue books, so now we multiply 12 pairs of students with overdue books times 7 students who don’t have overdue books. By Jasmine calculation then, sixth grade have 84 students.  

If sixth grade have indeed 84 students, Jasmine is right. If there are not 84 students in sixth grade, she is wrong. Grace is right if there are fewer students than 84 in sixth grade.

Hi there!

Your answer is -6.

Hope this helps! Have a great day! :)

Answer:

-6

Step-by-step explanation:

(1 3/5)(-3 3/4) (Multiply)

-6