You don’t have to answer both. Will give brainliest if you help.

Answer:

Line BD is Congruent to Line BD due to the Reflexive property. Angle Bad is congruent to angle BCD because of the third angle theorem therefore triangle ABD is congruent to triangle CBD because all angles and sides are congruent

I don't know if that will satisfy your teacher because some prefer different things but that leaves no ground to be inferred and explains everything word for word.

Answer: Angle w=90

Step-by-step explanation: A line is 180 degress,so 90 plus w = 180. 180-90 is 90, so w is 90.

Answer:

90

Step-by-step explanation:

There is  perpendicular bisector separating a given angle of 90, and a variable of w

We can assume the other ray is at a 180 degree angle, this means we can find w by using this simple equation; 180 - (given number) = remaining number, in this case, w.

Answer:

D

Step-by-step explanation:

please give brainliest I need five brain to go to next level

Answer:

its b

Step-by-step explanation:

its not d i took a test and got it wrong

Answer:

162

Step-by-step explanation:

2, 2*3, 2*3*3, 2*3*3*3, 2*3*3*3*3=162

Answer:

50$

Each book is equal to 80 now here's the math

50x2=100 340-100=240/3=80

380-80=300/6=50

This is all coming from a high schooler so I may be wrong however this is pretty basic and if I'm wrong flame me man

Answer:

d -3

Step-by-step explanation:

Answer:

24

Step-by-step explanation:

im an expert but I did this on my calculator

hope this helped tho

Answer:

The fulton county has fewer pitches.

Step-by-step explanation:

Answer:

10 cm

Step-by-step explanation:

From the question,

Area of a square = (Length)²

A = L²............................ Equation 1

Where A = Area of the screen, L = Length of the Screen

make L the subject of the equation

L = [tex]\sqrt{A}[/tex].................... Equation 2

Given: A = 100 cm²

Substitute into equation 2

L = [tex]\sqrt{100}[/tex]

L = 10 cm

Hence the length of the screen is 10 cm

Answer:

f(x) = 54(two-thirds) Superscript x minus 1

Step-by-step explanation:

Given that:

First peak : 36 / 54=2/3

Second peak : 24 / 36 = 2/3

The common ratio here is 2/3 ; which mean each bounce height is 2/3 of previous height

Modeling this using geometric progression :

An=a1r^(n-1)

An = nth term of a geometric progression

a1=first term

r=common ratio = 2/3

n = nth term

a1=54

Substituting into the above formular :

An=54(2/3)^(n-1)

Answer: B

Step-by-step explanation:

Just took the test

Answer:

24

Step-by-step explanation:

8=n÷3

8*3=n

n=24

Answer:

6 (3x-4)

Step-by-step explanation:

putting the words together. Pls trust me

Answer: 18x - 24

In equation form this would be 6(3x-4) then distribute.

Step-by-step explanation:

Cos Milky said it. Milky smart.

Answer:

the first one

Step-by-step explanation:

its a table increasing by 5 for every 1 thing

like example

5 dollars for every 1 candy bar sold at a fundraiser

Answer: ACUTE triangle!

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Answer:

Gold coins are an example of commodity money. ... Dollar bills are an example of fiat money because their value as slips of printed paper is less than their value as money. Bank money consists of the book credit that banks extend to their depositors.

Step-by-step explanation:

Answer:

dddddddddddddddddddddddddd

Step-by-step explanation:

dddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddd

Answer:

the answer is c

Step-by-step explanation:

I promise

Answer:

Step-by-step explanation:

Answer 12.9

3x° = (5x-20)° [Interior Alternate Angle]

=> 3x° = 5x° - 20°

=> 5x° - 3x° = 20°

=> 2x° = 20°

=> x° = [tex]\frac{20°}{2}[/tex]

[tex]\\\\\\[/tex]

HOPE IT HELPS

PLEASE MARK ME BRAINLIEST ☺️

Answer:

because the diagonals are congruent, you're going to set them equal.

2x+13=4x-1

13=2x-1

14= 2x

x=7

it's that easy

Complete question :

Determine whether the underlined number is a statistic or a parameter.

"In a study of all 4841 students at a college, it is found that 55% own a computer."

Answer:

because the value is a numerical measurement describing a characteristic of a population.

Step-by-step explanation:

The difference between statistic and parameter lies in the fact that, statistics are used in describing the numerical value obtained from a sample of data. While parameter are used to describe the numerical characteristics of a population.

Hence, all students of a college refers to the population(entire students). Therefore, the numerical characteristics obtained from such data would be called a parameter.

Answer:

64 shirts

Step-by-step explanation:

The ratio of ties to shirts is 1:4, so if the number of ties was 16, then you would have to multiply 16(number of ties) by 4(number of shirts), 16 x 4=64. therefore the awnser will be 64 shirts. Your welcome

Well, there is one for you, the. there is your five friends which both recieve one. if you don't want to give one to yourself and just ur friends you divide 6 and 5 they all would get 1.2

Answer:

Step-by-step explanation:

You have to use the power rule for this. The way I teach my Algebra 1 students to do this is take everything inside the parenthesis and put it into its own set of parenthesis, and then raise each one to the outside power. One thing at a time makes it not so overwhelming. Like this:

[tex](4)^2(x^5)^2(y^3)^2[/tex]

Now follow the power rule. Multiply the power of each element in the parenthesis by the 2 outside.

[tex](4^1)^2=4^2=16[/tex], then [tex](x^5)^2=x^{10[/tex], and finally, [tex](y^3)^2=y^6[/tex].

Now put it all together to get:

[tex]16x^{10}y^6[/tex]

Answer:

Step-by-step explanation:

d^2=(x2-x1)^2+(y2-y1)^2

Here we are told dx=5 and dy=9 so

d^2=25+81

d^2=106

d=10.3 units

This value is approximate. This also means that segment JK is roughly 10.3 units.

==============================================================

Explanation:

The "5 units right and 9 units up" means we have a right triangle with legs 5 and 9. The hypotenuse is unknown, which I'll call c.

Apply the pythagorean theorem. Solve for c.

a^2 + b^2 = c^2

5^2 + 9^2 = c^2

25 + 81 = c^2

106 = c^2

c^2 = 106

c = sqrt(106)

c = 10.2956301 approximately

c = 10.3 approximately

The distance from J to K is roughly 10.3 units

------------------------------------

A slightly different method:

Start at point J (-2, -5) and move 5 units to the right and 9 units up to arrive at K(3, 4)

Let's use the distance formula to find the distance from (-2,-5) to (3,4)

Define the following

Those values are then plugged into the distance formula

[tex]d = \sqrt{(x_1 - x_2)^2 + (y_1 - y_2)^2}\\\\d = \sqrt{(-2-3)^2 + (-5-4)^2}\\\\d = \sqrt{(-5)^2 + (-9)^2}\\\\d = \sqrt{25 + 81}\\\\d = \sqrt{106}\\\\d \approx 10.2956301\\\\d \approx 10.3\\\\[/tex]

The distance from J to K is roughly 10.3 units

One thing to point out, as you probably already noticed, is that the distance formula and pythagorean theorem effectively are saying the same thing when computing distances like this. The distance formula is based off the pythagorean theorem. Note the x1-x2 portion which represents the horizontal distance from J to K. This is the "move 5 units right" portion. Then the "y1-y2" is the vertical change in distance, which is the "move 9 units up". Also, we can see that the square root of 106 shows up again; a lot of elements are repeated (just phrased in a slightly different way) from the last section.

Answer:  While I am not in your class and can not unfortunately specifically help with this I can still give you a basic overview of what you need to know in most pre algebra courses and you can hopefully then use this information in the best way possible.

Step-by-step explanation:  Some of the basic pre algebra concepts include:

Knowing your basic addition, subtraction, multiplication, and division.  I am assuming you know how to do this sort of math.  For example, I mean problems such as 5+4 or 10/5, but if you do need help with these just ask me and I can help you further.

Basic variable usage:  This means being able to solve problems such as x + 10 = 15.  I can help walk you through this sort of problem.  The variable (which is usually represented by the letter x) is used as a placeholder for an unknown number that you need to solve for.  You can think of this more simply in the example I gave as What plus 10 is equal to 15.  That might help you get the basics down if you can think of a problem that way.  As you can probably tell now the answer would be 5.  There may be also more advanced problems regarding variables but not all pre algebra classes will include this material so if you need a review in this you can ask me as well.

Another basic concept is the concept of solving equations.  This can also mean using both addition and multiplication within one equation or things of that nature.  These equations can look something like 18 - (5 + 3^2) + 7 and I can help walk you through a problem like this.  An important fact to remember is the order of operations, which is the way in which you must solve more complex equations like this or if you need to think of it another way it can mean the way you break down an equation.  You probably have heard of PEMDAS before and this is the way you can remember the order of operations.  It is an acronym with each of the letters representing an operation.  P = parenthesis E = exponents M = Multiplication D = division A = addition and S = subtraction.  Now we can use this to solve the equation!  First we should start within the parenthesis so lets only look at that portion of the problem for now to keep things simpler.  Inside the parenthesis it said 5 + 3^2  We see addition and exponents within the parenthesis so because of PEMDAS we should start with the exponent.  Exponents just mean the amount of times you need to multiply the base number by itself.  The base number is the number the exponent is "attached" to.  Our base number is 3 and the exponent is 2 which means we should do the following math 3 * 3 which equals 9  Now we can go back to our original problem inside the parenthesis.  In place of the 3^2 we can instead put 9 now as we know its the answer for that part of the problem.  What we have now is 5 + 9  and we can simply add that to get 14.  This means inside the parenthesis we can replace with just the number 14 as we have already solved everything we need for it.  The equation now looks like --> 18 - (14) + 7.  Now what we have left is addition and subtraction.  Remember on PEMDAS how multiplication and division were next to each other along with addition and subtraction?  For these 4 just because they are next to each other does not dictate the other rather when you are dealing with either just multiplication and division in a problem you work left to right and the same goes for addition and subtraction and since our resulting problem only has addition and subtraction left we will simply just work from the left of the equation to the right.  Our problem as of now is 18 - (14) + 7.  18 - 14 = 4 so we can now have the equation be 4 + 7 and after adding we get our answer which is 11!  I hope you were able to follow along with that and my explanations were satisfactory.

Hopefully at least some of this included in your module 4 but if you would elaborate more I would more than happily assist you more so please do not hesitate to reach out :)

Edit for extra information:

https://rb.gy/qslgfv

If you have anymore questions regarding this information if you would still like me to go over equations with inequalities just let me know!

Answer:

[tex]3\frac{11}{18}[/tex]

Step-by-step explanation: