The Answer is Option D, which is d.
If f is parallel to g, then c should equal 75 degrees because c and 75 degrees are vertical angles. If C is 75 degrees then D must equal 105 degrees because c and d are both on the left side of line f which means they must add up to 180 degrees, which should get you to this equation: c + d = 180. We can replace c for 75 because we already known that, which should get you: 75 + d = 180. So you should then subtract 75 against 180 to get your answer: d = 105.
Hope this helps, Have a good day!
A Brainliest would be nice.
The question likely pertains to the geometry principle of parallel lines and transversals. To determine which angle would need to measure 105° for line f to be parallel to line g, we'd need more context or a diagram. Typically, congruent corresponding or alternate angles would indicate parallel lines.
Explanation:This question appears to be related to parallel lines and transversals in geometry. However, without a clear diagram or proper context, it's hard to definitively state which angle should be 105° to prove that f is parallel to g. Typically, corresponding angles, alternate interior angles, or alternate exterior angles are congruent (equal) when two lines are parallel and cut by a transversal. For instance, if 'a' and 'b' form corresponding angles with the transversal, and angle 'a' is given as 105°, then angle 'b' would also be 105° for the lines to be parallel. This corresponds to the angle properties of parallel lines.
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Solve for x, Show your work: 1/2 (16 - x) = -12 (x + 7)
a balloon pump and 3 packs of balloons cost £9 altogether. a balloon pump and 4 packs of balloons cost £11 altogether. how much dose a balloon pump anf 8 packs of balloons cost?
Math help please!
1. The data set below shows the weight (in pounds) of 5 different pumpkins. What is the mean of the following set of data? 7,5,9,5,12
2. Mariah took 4 quizzes in her class during the past month. Her scores were 92, 94, 100, and 83. What was her mean quiz score?
92.25
93.5
93.75
94.75
Evaluate the expression 6x7-3^2x9+4^3
Find the sum or difference of 8-6.38
How do you write 0.917 in word form.
The word form of number 0.917 is,
⇒ 0.917 = Nine hundred seventeen thousandths
What is an expression?Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
Given that;
The number is,
⇒ 0.917
Now, We can write the number in word form as,
Here, The number is,
⇒ 0.917
Thus, We get;
⇒ 0.917
⇒ Nine hundred seventeen thousandths
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The length of a rectangle is 2 units shorter than one-fifth of the width, x.
Which expression represents the perimeter of the rectangle?
2/5x−8
12/5x−4
2/5x−4
12/5x−2
I just took the test and the answer is B. 12/5x - 4
In case anyone else has the same question
I will give BRAINLIEST to whoever is correct.
How do you do: x/6 - x/7 = 1
Please explain!
x/6 - x/7 = 1
6*7 =42
x = 42
42/6 = 7
42/7 = 6
7-6 =1
How many times heavier is a 16 1/2 pound rockthen a 10 1/2 pound rock
Answer: [tex]16\dfrac{1}{2}[/tex] pound rock is 1.571 times heavier than [tex]10\dfrac{1}{2}[/tex] pounds rock.
Step-by-step explanation:
Since we have given that
Quantity of rock = [tex]16\dfrac{1}{2}\ pounds=\dfrac{33}{2}\ pounds[/tex]
Quantity of another rock = [tex]10\dfrac{1}{2}=\dfrac{21}{2}\ pounds[/tex]
We need to find the number of times heavier is 16 1/2 pound rockthen a 10 1/2 pound rock.
so, number of times is given by
[tex]\dfrac{33}{2}\div \dfrac{21}{2}\\\\=\dfrac{33}{2}\times \dfrac{2}{21}\\\\=\dfrac{33}{21}\\\\=1.571[/tex]
Hence, [tex]16\dfrac{1}{2}[/tex] pound rock is 1.571 times heavier than [tex]10\dfrac{1}{2}[/tex] pounds rock.
what is 78/100 as a fraction
Order the following fractions from least to greatest: 5/16, 3/4, 1/2
A: 1/2, 3/4, 5/16
B: 3/4, 5/16, 1/2
C: 5/16, 1/2, 3/4
D, 1/2, 5/16, 3/4
11-1\2y=3+6x Solve for y
How does the numbers of zeros in the product of 8 and 5000 compare to the number of zeros in the factors?
Solve 11 and 13 pleaseeeee
explain the difference in meaning between |-3| and -3
The number is positive when measured in absolute value. So |-3| = 3. since distance cannot be calculated in negative quantities.
What is the number?A number is a mathematical entity that can be used to count, measure, or name things. For example, 1, 2, 56, etc. are the numbers.
It is given that:
Two numbers are given:
|-3| and -3
As we know, the mod function has positive range.
Let f(x) = |x|
The range of the function is [0, ∞)
The value of |-3| will be 3 after removing the mod which is also called the absolute value of the mod function.
A number's distance from zero, or its absolute value, is expressed as the number of spaces.
Since distance cannot be calculated in negative quantities, it cannot be negative. A number is positive when measured in absolute value. So |-3| = 3.
Thus, the number is positive when measured in absolute value. So |-3| = 3. since distance cannot be calculated in negative quantities.
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Can someone plz help me.
wallace has a $50 bill. pizza pies cost 12.25 each. if p represents the number of pizzas he buys, write an expression for the change he recieves
To calculate the change Wallace receives, subtract the total cost of pizzas (12.25 times p) from the original $50.
To answer the question of how to write an expression for the change Wallace receives after buying p number of pizzas, we need to use a simple algebraic expression. Wallace has a $50 bill and each pizza cost $12.25. If p represents the number of pizzas, then the total cost of the pizzas would be 12.25 times p. To find the change he receives, we subtract this amount from the original $50.
The expression for the change Wallace receives is:
Change = 50 - (12.25 times p)
what is the balance as a result of having a credit of $84 and a debit of $29
84-29=55
84 is your credit and 29 is your debit
My GCSE question for my friend
Plz help him and me
Dr. Wong can see 9 patients in 2 hours. At this rate, how long would it take her to see 72 patients?
Over 25.5 days, a pond's water level changed by an average of −0.32 centimeter each day. What was the total change in the water level?
Answer:
-8.16
Step-by-step explanation:
i did the test and that other person that said 8.16 forgot the negitive sign
7=14x-42y solve equation for y
Find the square (2x-6)^2
Answer:
4x^2 - 24x + 36
Step-by-step explanation:
Which fraction is equivalent to negative 2 over 3?
a.) 2 over negative 3
b.) negative 3 over 2
c.) negative 2 over negative 3
d.) 2 over 3
Answer: the awnser is c
wich is the mean of the following numbers 5,6,4,6,4
how can you use Place value when using partial quotients?
The “partial quotients” strategy uses place value and lets students to form on multiplication facts with friendly numbers. Look at the problem 496 ÷ 4. There are three instances of a student’s method to answering 496 ÷ 4. We could say that example C is more effectual than the other two but it is vital to point out how the student is thinking on comprehending. The students can multiply 4 x 20 over and over again or use higher multiples of ten proficiently; they all touch the same solution. The “partial quotient” way will work with any division problem.
(see attachment below)
This month, Kami sold 70 figures in 2 sizes. The large figures sold for $12 and the small figures for $8. The amount of money received from the sales of the large figures were equal to the amount he earned from the small figures. How many large figures did he sell?(options) A-20 B-28 C-35 D-42 E-50.
Kami sold 28 large figures, as their earnings equaled that of 42 small figures. (Option B)
Let's denote the number of large figures sold as [tex]\( L \)[/tex] and the number of small figures sold as [tex]\( S \).[/tex]
We know the following:
1. [tex]\( L + S = 70 \)[/tex] (Total figures sold)
2.[tex]\( 12L = 8S \)[/tex] (Amount earned from large figures equals the amount earned from small figures)
We can use these equations to solve for [tex]\( L \):[/tex]
From equation 2, we can express [tex]\( S \) in terms of \( L \):[/tex]
[tex]\[ S = \frac{12L}{8} = \frac{3L}{2} \][/tex]
Now, we can substitute this expression for [tex]\( S \)[/tex] into equation 1:
[tex]\[ L + \frac{3L}{2} = 70 \][/tex]
Multiplying both sides by 2 to clear the fraction:
[tex]\[ 2L + 3L = 140 \]\[ 5L = 140 \][/tex]
Now, divide both sides by 5:
[tex]\[ L = \frac{140}{5} = 28 \][/tex]
So, Kami sold [tex]\( 28 \)[/tex] large figures.
Therefore, the answer is option B - 28.
A triangle has a height of x meters and a base of 14 meters. Write and solve an inequality for the values of x that give an area of at most 112 m
Answer:
The values of x must be 16 meters or less to satisfy the inequality. (x ≤ 16 m)
Step-by-step explanation:
The area of a triangle is given by the formula:
A=[tex]\frac{bh}{2}[/tex]
Where 'b' is the base of the triangle (in this case is equals to 14 meters)
'h' is the height of the triangle (in this case is x)
As the area of the triangle must be less or equal to 112 m², the inequality is given by:
112m²≥[tex]\frac{(14m)x}{2}[/tex]
[tex]\frac{112m^{2}*2 }{14m}[/tex]≥x
16m ≥ x
Mandy is trying to subtract 4 - 12 and she has asked you for help how would you explain the process of solving a problem to Mandy using a number line