Please help me by finding the degree measure of angle x

After solving the given expression 7/3a - 8/5 + 4/15a, the resultant answer is fractions is 39/15a - 8/5.

A fraction in mathematics is a number that is stated as a percentage, such as 1/2 or 2/3.

The number on top denotes the component of the unit under consideration, while the number at the bottom indicates the total number of parts that make up one unit.

An element of a whole is a fraction.

The number is represented mathematically as a quotient, where the numerator and denominator are split. Both are integers in a simple fraction.

A fraction appears in the numerator or denominator of a complex fraction.

So, we have the operations:

7/3a - 8/5 + 4/15a

Now, solve as follows:

7/3a - 8/5 + 4/15a

7/3a + 4/15a - 8/5

7*5 + 4 /15a - 8/5

39/15a - 8/5

Therefore, after solving the given expression 7/3a - 8/5 + 4/15a, the resultant answer is fractions is 39/15a - 8/5.

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The equation of the linear function is y = x - 5

From the question, we have the following parameters that can be used in our computation:

The ordered pairs (0,-5) and (-2,-3)

A linear equation is represented as

y = mx + c

Where

c = y when x = 0

This means that

y = mx - 5

Using the other point (-2, -3), we have

-2m - 5 = -3

Evaluate the like terms

-2m = 2

Divide by 2

m = 1

Substitute the known values in the above equation, so, we have the following representation

y = x - 5

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Complete question

Find the equation of the linear function represented by the line that goes through: (0,-5) and (-2,-3) in slope-intercept form.

y = ___?___

They walked 12.3 miles on first day and 8.2 miles on second day. The solution has been obtained by using linear equation.

What is a linear equation?

The linear equation with this degree of one is the largest. This shows that linear equations with exponents greater than one have no variables. Such an equation gives rise to a straight line on the graph.

We are given that a group of hikers walked from Hawk Mt. Shelter to Blood Mt. Shelter along the Appalachian Trail, a total distance of 20.5 mi which took them 2 days.

Let the distance traveled on first day be 'x'.

Since, on the second day, the hikers walked 4.1 mi less than they did on the first day so,

Distance traveled on second day = (x - 4.1)

From this, we get a linear equation as

⇒x + (x - 4.1) = 20.5

⇒2x - 4.1 = 20.5

⇒2x = 24.6

⇒x = 12.3

So, (x - 4.1) = 12.3 - 4.1 = 8.2 miles

Hence, they walked 12.3 miles on first day and 8.2 miles on second day.

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The reference angle would be 155 degrees.

An angle's reference angle is the measure of the smallest, positive, acute angle formed by the terminal side of the angle and the horizontal axis.

The positive reference angles have terminal sides that lie in the first quadrant and can be used as models for angles in other quadrants.

The reference angle is acute angle, it must be < 90°.

The terminal side lies in Quadrant II.

The positive measure is:

=180-25

=155°.

And the negative measure is:

= 155-360

= -205°.

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Answer:

3 students are probably planning on taking orchestra as their next elective.

Step-by-step explanation:

Russell's results of the 16 surveyed students tells us that (4/16), or 25%, of the students planned on taking orchestra as their next elective.  If we assume this sampling is valid for other students (i.e., the sampled students were chosen at random and are believed to be representative of the rest of the students), we may use the same percentage for the next 12 students:

 (12 students)*(25%) = 3 students are probably planning on taking  orchestra as an elective.

Answer:

Step-by-step explanation:

go up to the 85 on the grade track that over until you meet the dot.

that dot says it would be 3 hours

Answer:

b) octogon

c) irregular pentagon

d) irregular hexagon

Step-by-step explanation:

The value of ∠E = 31 degrees and the value of ∠G = 149 degrees for the given triangle.

Triangles with the same shape but different sizes are said to be similar triangles. Squares with any side length and all equilateral triangles are examples of related objects. In other words, if two triangles are similar, their corresponding sides are proportionately equal and their corresponding angles are congruent. Triangle resemblance is indicated here by the symbol "."

The two triangles are similar thus the measure of its angle are also equal.

Using the similar triangle we have:

Angle D = Angle A = 82 degrees.

Angle F = 67 degrees

Using the sum of interior angles of triangle we have:

∠D + ∠F + ∠E = 180

82 + 67 + ∠E = 180

∠E = 31

From the figure we observe that,

∠E + ∠G = 180 (straight line)

31 + ∠G = 180

∠G = 149

Hence, the value of ∠E = 31 degrees and the value of ∠G = 149 degrees for the given triangle.

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Answer: The statement "The mean height of the students in Juan's math class is equal to the mean height of the students in his English class" means that the center or average of both groups is the same. However, the statement "the standard deviation of the heights of students in his math class is 3.2 inches, the standard deviation of the heights of students in his English class is 6.1 inches" implies that the heights of the students in the English class are more spread out than the heights of the students in the math class.

Therefore, the answer is:

D) The heights of the students in Juan's math class are less variable than the heights of the students in his English class.

Step-by-step explanation:

a. It is not specified in the given information what the total number of seniors at Lewis High is, so it is not possible to directly compare the number of seniors who apply for college to the number of seniors at Lewis High.

b. The same issue applies to this question as well. It is not specified what the total number of seniors at Lewis High is, so it is not possible to directly compare the number of seniors who apply for college with those who don't.

c. If two out of every three seniors at Lewis High apply for college, then one out of every three seniors does not. Therefore, the fraction of graduating seniors at Lewis High who do not apply to college is 1/3.

d. If three out of every five seniors at Lewis High who apply for college are female students, then two out of every five are male students. Therefore, the fraction of seniors who are males who apply for college is 2/5. Again, without knowing the total number of graduating seniors at Lewis High, it is not possible to directly compare the number of males who apply for college with the number of graduating seniors.

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Two of every 3 seniors at Lewis High apply for college. Three of every 5 seniors at Lewis High who apply for college are female students.yout

a. How does the number of seniors who apply for college compare to the number of seniors at Lewis High?

b. How does the number of seniors who apply for college compare to those who don't?

c. What fraction of the graduating seniors at Lewis High do not apply to college?

d. What fraction of the seniors are males who apply for college? How does the number of males who apply for college compare with the number of graduating seniors?

Is that all of the question?

Doubling the down payment reduces the total cost of the vehicle, and increasing the down payment or extending the loan term are two ways to lower the monthly payment.

Let's assume that you're planning to buy a car worth $20,000. The down payment is the initial amount you pay towards the purchase of the car, and it is usually expressed as a percentage of the total cost of the car. Let's assume that the down payment is 10% of the total cost, which means you have to pay $2,000 initially.

If you double the down payment from 10% to 20%, you will have to pay $4,000 initially. This means that the amount you borrow from the bank to buy the car will be reduced. As a result, the total cost of the vehicle will decrease because the interest on the loan will also decrease.

Now, let's move on to ways to lower your monthly payment.

Increase the down payment: As we discussed earlier, making a higher down payment reduces the loan amount, which, in turn, reduces the monthly payment. So, if you can increase the down payment, you can lower the monthly payment.

Increase the loan term: The loan term is the length of time you have to repay the loan. If you extend the loan term, the monthly payment will be lower. However, keep in mind that a longer loan term means you'll end up paying more interest over the life of the loan, which will increase the total cost of the vehicle.

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The width of the floor if the length is (x - 13) units is (x+13) units.

The area of Rectangle is length times of width.

Given that area of the floor is (x²-169) sq units.

We have to find the width of the floor when  length is (x - 13) units.

Area=Length×Width

x²-169=(x-13)width

We know that (a²-b²)=(a+b)(a-b)

(x-13)(x+13)=x-13width

Divide both sides by (x-13)

x+13=width

Hence, the width of the floor if the length is (x - 13) units is (x+13) units.

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Answer:

Option 1 and 5 will be your answer :)

Step-by-step explanation:

Let the equation representing number of sold is,

y - y' = m(x - x')

Where m = number of condo sold per month  

(x', y') is a point from the given table,

Slope of line passing through two points  and  =

Slope of the passing through (1, 8) and (0, 11) will be,

m =  = -3

Therefore, equation of the line passing through (3, 2) and slope (-3),

y - 2 = (-3)(x - 3)

y - 2 = -3(x - 3)

Similarly, equation of the line passing through (0, 1) and slope (-3),

y - 11 = -3(x - 0)

Therefore, Option (1) and (5) will be the answer.

Answer: B

Step-by-step explanation:

Answer: $25.59

Step-by-step explanation: you can multiply 3 times 8.53 which comes too $25.59 but we can add as well.

8.53 + 8.53= 17.06 Now we have to add it 1 more time soo

17.06 + 8.53= $25.59..    

Hope this helps :)

well, let's first off get the whole area of the circular garden, and then from it subtract the area of the squarish sculpture, thus what's leftover is simply the shaded area, or just the garden minus the sculpture.

[tex]\stackrel{\textit{\LARGE Areas}}{\stackrel{whole~circle}{\pi (6x)^2}~~ - ~~\stackrel{square}{(4x)(6x)}}\implies 36\pi x^2-24x^2\implies {\Large \begin{array}{llll} 12x^2(3\pi -2) \end{array}}[/tex]

Answer:

None

Step-by-step explanation:

Let's clarify that a radical symbol beside a number means what number squared (or to the power of 2) can give me the number in the symbol.

In this case it would be 4 because

[tex]4*4=16[/tex]

A method I use is to find the square root is dividing the number in the radical symbol 2 times

First by the original number, and then by the product of the last equation. It will not always work, but it works in some cases like this one.

[tex]\frac{16}{2} = 8\\ \\\frac{8}{2}=4\\ \\\sqrt{16}=4[/tex]

Second step, multiply 4 by 4, which equals 16.

Since the square root of 16 is 4, you can substitute 4 in the rest of the equations instead of the radical expression.

None of the following equations equal 16, which means none of the following equations if equal to [tex]\sqrt{16} *4[/tex]

The cumulative relative frequency distribution is a useful tool for summarizing data and making comparisons between classes. It can also be used to make predictions about future data values.

A cumulative relative frequency distribution is a table that shows the cumulative relative frequency of a set of data. A cumulative relative frequency is the sum of all relative frequencies up to a certain point in the data set. For example, if the first three entries in a data set are 20, 30, and 10, the cumulative relative frequency of the first entry would be 0.2, the cumulative relative frequency of the second entry would be 0.5, and the cumulative relative frequency of the third entry would be 1.0.

In a cumulative relative frequency distribution, the data is organized into classes, and each class has a relative frequency associated with it. The relative frequency is the fraction of the total number of items in the class compared to the total number of items in the data set. The cumulative relative frequency is the sum of the relative frequencies of all the classes up to that point.

For example, if there are five classes in a data set, the cumulative relative frequency of the first class would be the relative frequency of the first class. The cumulative relative frequency of the second class would be the sum of the relative frequencies of the first and second classes, and so on.

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The probability of getting both the marbles to be red will be 4/25.

Probability is a number that indicates the likelihood of an event occurring. Probability is defined as the ratio of favorable outcomes to all outcomes.

Probability = Number of favorable outcomes / Number of samples

Given that two red and three black marbles are in a bag. If Abby takes a marble out of the bag without looking, puts it back, and then draws another marble.

The probability of getting red in the first draw,

P = 2 / 5

Now the marble is returned and again the probability of getting the red marble is,

P = 2 / 5

The probability of getting both the marbles red will be,

Pb = ( 2/ 5 ) x ( 2 / 5 )

Pb = 4 / 25

Therefore, there is a 4/25 chance that both marbles will be red.

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Answer:

Area = 4

Step-by-step explanation:

The probability of randomly selected patient selected for coronary, oncology or both is equal to P( H∪C ) = 0.24.

Let patient admitted with heart disease represented by P(H)

P(H) = 12%

       = 0.12

And patient admitted for cancer disease represented by P(C)

P(H) = 16%

       = 0.16

Percent of patient received both coronary and oncology = 4%

P( H∩C ) = 0.04

Probability of randomly selected patient admitted for coronary, oncology or both is :

P( H∪C ) = P(H) + P(C) - P(H∩C )

⇒P( H∪C ) = 0.12 + 0.16 - 0.04

⇒ P( H∪C ) = 0.24

Therefore, the probability of randomly selected patient getting treatment for coronary, oncology or both is given by  P( H∪C ) = 0.24.

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The centroid of the given triangle is [tex]( 2\frac{2}{3} , -3\frac{1}{3} )[/tex], which is option B.

What is a centroid of a triangle?

A place where a triangle's medians coincide is the centroid of the triangle. The line segments that are drawn from a vertex to the midpoint of the vertex's opposite side are known as medians.

A triangle is divided into two smaller triangles with equal areas by each of its medians. The centroid of a triangle is where the medians of the triangle cross. Unlike other points of concurrency in a triangle, the centroid always lies inside one.

The formula of the centroid of a triangle when the coordinates of the vertices are known is:

Centroid = [tex](\frac{x_1 +x_2+x_3}{3} , \frac{y_1 +y_2+y_3}{3})[/tex]

From the graph, we can find the vertices of the triangle

A = (x₁, y₁) = (-3,-7)

B = (x₂,y₂) = (5,1)

C = (x₃,y₃) = (6,-4)

Centroid = [tex](\frac{x_1 +x_2+x_3}{3} , \frac{y_1 +y_2+y_3}{3}) = (\frac{-3+5+6}{3} ,\frac{-7+1-4}{3}) = (\frac{8}{3} ,\frac{-10}{3} ) = ( 2\frac{2}{3} , -3\frac{1}{3} )[/tex]

Therefore the centroid of the given triangle is [tex]( 2\frac{2}{3} , -3\frac{1}{3} )[/tex].

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If you multiply the left side of an equation by 4, what must you multiply the right side of the equation by 4

Here you you multiply the left side of an equation by 4.

According to the solving for unknow rule you must perform same function to both side of the equation. If you multiply the left side of an equation by any integer then you must multiply the same integer on right hand side of the equation

To maintain equality, you must multiply the right side of the equation by 4 as well.

This is because the left side of the equation represents the same quantity as the right side, so any operation that is performed on one side must also be performed on the other side to preserve the equality.

Therefore, you must multiply the right side of the equation by 4

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The answer is (b) The margin of error will be about 2 times larger.

The margin of error in a confidence interval is affected by the sample size, so decreasing the sample size will generally increase the margin of error. Specifically, the margin of error is inversely proportional to the square root of the sample size.

That is, if we reduce the sample size by a factor of k, then the margin of error will increase by a factor of sqrt(k).

In this case, the original sample size was 1000, and the proposed sample size is 250, which is 1/4 of the original size. Therefore, the margin of error for the smaller sample will be:

sqrt(1000/250) times the original margin of error.

Simplifying this expression, we get:

sqrt(4) times the original margin of error.

So the margin of error for the smaller sample will be about 2 times the original margin of error.

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The first part of the trip took approximately 6.39 hours and the second part of the trip took approximately 5.84 hours.

In this problem, we are given the distance, total time, and average speeds for two parts of a plane trip.

Using the formula for average speed

Distance = average speed x time,

We can set up two equations and solve for the times spent flying at each speed.

We define t₁ as the time spent flying at 115 mph and t₂ as the time spent flying at 125 mph.

From the equation

730 miles = 115 mph x t₁,

we solve for t₁ and get

t₁ = 6.391304347826087 hours.

Similarly, from the equation

730 miles = 125 mph x t₂,

we solve for t₂ and get

t₂ = 5.84 hours.

Therefore, the plane flew at an average speed of 115 mph for approximately 6.39 hours and at an average speed of 125 mph for approximately 5.84 hours.

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The way the altitude changes is  24,600 (0 minutes), 19,475 (5 minutes), 16,400 (8 minutes), 14,350(10 minutes), and 6,150 (30 minutes).

To calculate the change in the altitude, let's use the formula given:

0 minutes:

Y = - 1025 x 0+ 24,600

Y = 24,600

5 minutes:

Y = - 1025 x 5+ 24,600

Y = -5125 + 24, 600

Y = 19,475

8 minutes:

Y = - 1025 x 8+ 24,600

Y = -8200 + 24, 600

Y = 16,400

10 minutes:

Y = - 1025 x 10+ 24,600

Y = -10250 + 24, 600

Y = 14,350

30 minutes:

Y = - 1025 x 30+ 24,600

Y = -30,750 + 24, 600

Y = 6,150

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