given ef intersects gh at point D and ef is perpendicular to gh, what is the measure of hdf

Final answer:

The school can donate $816 to charity from the adult ticket sales of their comedy show, based on the 204 adult tickets sold at $4.00 per ticket.

Explanation:

To find out how much the school can donate, first, determine the number of adult tickets sold. Since half of the 408 tickets are adult tickets, there are 204 adult tickets sold (408 tickets × 1/2 = 204 adult tickets). Next, calculate the total donation from these adult tickets by multiplying the number of adult tickets by the donation per ticket, which is $4.00.

Total Donation = Number of Adult Tickets × Donation per Adult Ticket = 204 × $4.00 = $816.

Therefore, the school can donate $816 to charity from the comedy show ticket sales.

Answer:

$ 816 is donated to charity.

Step-by-step explanation:

408 tickets were sold. 1/2 were adult tickets so

408 * 1/2 = 204 adult tickets were sold.

4 dollars from each adult ticket is donated to charity

204 * 4 =816

$ 816 is donated to charity.

Answer:

c. 1/4 or 25% or 0.25

Step-by-step explanation:

Answer:

C  1/4

Step-by-step explanation:

When the bases are the same, we can add the exponents

x^a * x^b = x^ (a+b)

4^2 * 4^(-3)

4^(2-3)

4^(-1)

The negative exponent puts it in the denominator

1/4

The type of angle that is not formed by two parallel lines cut by a transversal is complementary angles. So option (d) is correct.

The intersection of two parallel lines by a transversal forms several types of angles:

1. Alternate Interior Angles: These are angles on opposite sides of the transversal and inside the parallel lines. They are congruent.

2. Alternate Exterior Angles: These are angles on opposite sides of the transversal and outside the parallel lines. They are also congruent.

3. Corresponding Angles: These are angles in the same position at each intersection. They are congruent when the parallel lines are cut by a transversal.

4. Complementary Angles: These are angles whose measures sum up to 90 degrees. They can be formed when a transversal intersects parallel lines, but they are not a specific type of angle formed by this intersection.

Therefore, the type of angle that is not formed by two parallel lines cut by a transversal is D) complementary angles. The other options, A) alternate interior angles, B) alternate exterior angles, and C) corresponding angles, are all formed by this intersection.

Answer:

1 ft³

Step-by-step explanation:

The formula for the volume of a cube is  

Vol. = l³ = l × l × l

If l = 1 ft,

V = 1 ft × 1 ft × 1 ft

V = 1 ft³

The volume of the cube with each side measuring 1 foot is 1 cubic foot, calculated by the formula V = 1 ft × 1 ft × 1 ft or simply V = s³.

The volume of a cube can be determined by multiplying its three dimensions together. In this case, the cube has dimensions of 1 foot in length, 1 foot in width, and 1 foot in height. The formula for the volume of a cube is V = length  imes width  imes height. Therefore, for a cube with all sides of 1 foot each, the volume is straightforwardly calculated as:

V = 1 ft × 1 ft × 1 ft = 1 cubic foot.

The properties of a cube tell us that all sides are equal, and thus, to find the volume, we can also use the expression V = s³, where s is the length of a side of the cube. Since each side is 1 foot, the volume is indeed 1 cubic foot or 1 ft³. This simple calculation is a great example of how to apply geometric principles to find volume.

Answer:

x = 6

Step-by-step explanation:

AD and EH are equal. Congruent figures are made up of congruent parts.

Final answer:

To cover the entire cost of the trip, each student must sell at least 80 sweatshirts.

Explanation:

To find out how many sweatshirts each student must sell, we need to calculate the total cost of the trip and then divide it by the profit per sweatshirt. The total cost of the trip is the sum of the ticket price for each student and the cost of transportation and meals for everyone:

Total Cost = (Ticket Price * Number of Students) + Transportation and Meals Cost

Substituting the given values, we have:

Total Cost = ($35 * 16) + $960

Total Cost = $560 + $960

Total Cost = $1520

Now, we can calculate the number of sweatshirts each student must sell to cover the total cost of the trip:

Number of Sweatshirts = Total Cost / Profit per Sweatshirt

Substituting the given profit per sweatshirt value, we get:

Number of Sweatshirts = $1520 / $19

Number of Sweatshirts = 80

Therefore, each student must sell at least 80 sweatshirts to cover the entire cost of the trip.

Base Case: plug in n = 1 (the smallest positive integer)

If n = 1, then 3n-2 = 3*1-2 = 1. Square this and we see that (3n-2)^2 = 1^2 = 1

On the right hand side, plugging in n = 1 leads to...

n*(6n^2-3n-1)/2 = 1*(6*1^2-3*1-1)/2 = 1

Both sides are 1. So that confirms the base case.

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

Inductive Step: Assume that

1^2 + 4^2 + 7^2 + ... + (3k-2)^2 = k*(6k^2-3k-1)/2

is a true statement for some positive integer k. If we can show the statement leads to the (k+1)th case being true as well, then we will have sufficiently proven the overall statement to be true by induction.

1^2 + 4^2 + 7^2 + ... + (3k-2)^2 = k*(6k^2-3k-1)/2

1^2 + 4^2 + 7^2 + ... + (3k-2)^2 + (3(k+1)-2)^2 = (k+1)*(6(k+1)^2-3(k+1)-1)/2

k*(6k^2-3k-1)/2 + (3(k+1)-2)^2 = (k+1)*(6(k^2+2k+1)-3(k+1)-1)/2

k*(6k^2-3k-1)/2 + (3k+3-2)^2 = (k+1)*(6k^2+12k+6-3k-3-1)/2

k*(6k^2-3k-1)/2 + (3k+1)^2 = (k+1)*(6k^2+9k+2)/2

k*(6k^2-3k-1)/2 + 9k^2+6k+1 = (k+1)*(6k^2+9k+2)/2

(6k^3-3k^2-k)/2 + 2(9k^2+6k+1)/2 = (k*(6k^2+9k+2)+1(6k^2+9k+2))/2

(6k^3-3k^2-k + 2(9k^2+6k+1))/2 = (6k^3+9k^2+2k+6k^2+9k+2)/2

(6k^3-3k^2-k + 18k^2+12k+2)/2 = (6k^3+9k^2+2k+6k^2+9k+2)/2

(6k^3+15k^2+11k+2)/2 = (6k^3+15k^2+11k+2)/2

Both sides simplify to the same expression, so that proves the (k+1)th case immediately follows from the kth case

That wraps up the inductive step. The full induction proof is done at this point.

Answer: In a right triangle, the sum of the squares of the two legs equals the square of the hypotenuse. Legs (a and b): the sides of the triangle adjacent to the right angle. They don't need to be the same length in order for this theorem to work.

If the sum of the squares of the legs of a triangle doesn’t equal the square of the hypotenuse, the triangle is not a RIGHT triangle.

We know that in a right angled triangle the Pythagorean Theorem hold true.

According to Pythagorean Theorem:

If the three sides lengths of a triangle are a,b and c respectively such that:

          [tex]c^2=a^2+b^2[/tex]

Then such a triangle is a right triangle with hypotenuse c and other two legs of triangle as a and b.

                            Hence, the answer is:

                       The triangle is not a right triangle.

Answer:

d=7 and q+0=17

Step-by-step explanation:

I will solve your system by substitution.

(You can also solve this system by elimination.)

d+q=24;0.10d+0.25q=4.95

Step: Solve d+q=24 for d:

d+q+ (−q) =24+(−q) (Add -q to both sides)

d=−q+24

Step: Substitute −q +24 for d in 0.10d+0.25q=4.95:

0.10d+0.25q=4.95

0.10(−q+24)+0.25q=4.95

0.15q+2.4=4.95 (Simplify both sides of the equation)

0.15q+2.4+(−2.4) =4.95+(−2.4) (Add -2.4 to both sides)

0.15q+0=2.55

0.15q+0 /0.15  = 2.55/0.15   (Divide both sides by 0.15)

q+0=17

Step: Substitute 17 for q in d= −q+24:

d= −q+24  

d= −17+24

d=7  (Simplify both sides of the equation)

Answer:

See proof below

Step-by-step explanation:

Consider triangle with midpoints D, E, F of the sides BC, AC and AB, respectively.  If D, E and F are midpoints  of the sides BC, AC and AB, then

Triangle ABC is equilateral triangle, then

If AB=BC=AC, then EA=CE=FA=BF=DC=DB.

By SAS theorem, ΔFAE≅ΔDCE≅ΔEBD.

Congruent triangles have congruent corresponding sides, then

EF=FD=DE. This means that triangle DEF is equilateral.

Answer: 12

Explanation: what i did to get that was i did 60 divided by 5 = 12 or u can do 12 times 5 which will give you 60 mins

hope this helps you Good Luck!!!!!!!!

Question 1: (0,2) because b value in mx+b is y-intercept

Question 2: plug in 4 for x you will get 1 so max is (4, 1)

Question 3: plug in -4 for x you will get -5 so min is (-4, -5)

Hope it helps :D

Final answer:

To find the result of dividing 22.11 by 11, you simply divide 22.11 by 11, yielding an answer of 2.01. This basic division operation demonstrates how to divide a decimal by a whole number.

Explanation:

The question is asking to divide 22.11 by 11. To solve this, you would take the number 22.11 and divide it by 11. Dividing these numbers is straightforward and can be done using long division or a calculator.

Step 1: Place 22.11 under the division bracket and 11 outside of it.

Step 2: Determine how many times 11 fits into 22.11. Since 11 goes into 22 exactly two times, you write 2 above the division bracket, aligned with the last digit of 22.

Step 3: Multiply 2 (the quotient) by 11 (the divisor) to get 22, and subtract this from 22.11, leaving you with a remainder of 0.11.

Step 4: Bring down the next digit (if any), but since we already have no more digits left in 22.11, we look at the remainder. In practical terms for simple school-level math, we can stop here, acknowledging that 11 goes into 22.11 twice without a perfect division due to the decimal.

The actual answer to 22.11 divided by 11 is 2.01.

Answer:

5c + 30

Step-by-step explanation:

An easy way to create an equivalent expression is to simplify the equation given to you. In this case, distribute 5 to all terms within the parenthesis:

5(c) = 5c

5(6) = 30

5c + 30 is an answer choice.

~

Distribute the 5 inside the parenthesis to create an equivalent expression.

Answer:

5c + 30

Answer:

The expression equal to 2x^(2)+8 is:

First option (2x-4i)(x+2i)

Step-by-step explanation:

If we multiply

(2x-4i)(x+2i)=(2x)(x)+(2x)(2i)-(4i)(x)-4i(2i)

(2x-4i)(x+2i)=2x^(1+1)+4xi-4xi-8i^(1+1)

Simplifying:

(2x-4i)(x+2i)=2x^2-8i^2

and i^2=-1, then:

(2x-4i)(x+2i)=2x^2-8(-1)

Multiplying:

(2x-4i)(x+2i)=2x^2+8

To find the expression that is equal to 2x^(2) + 8, simplify each option by expanding the multiplication and then compare it to the original expression.

To find the expression that is equal to 2x^(2) + 8, we need to simplify each option by expanding the multiplication and then compare it to the original expression.

Let's simplify each option:

The expression that is equal to 2x^(2)+8 is (2x-4i)(x-2i).

Answer:

Yes

Step-by-step explanation:

Answer:

Switch around "five decreased by twice a number" and the one below it, then I'm pretty sure you're done. (;

To prove that △RST ≅ △UVW by ASA (Angle-Side-Angle) congruence, we need to show that angle S is congruent to angle U, side ST is congruent to side VW, and angle R is congruent to angle V.

To prove that △RST ≅ △UVW by ASA (Angle-Side-Angle) congruence, we need to show that angle S is congruent to angle U, side ST is congruent to side VW, and angle R is congruent to angle V.

1. Given that ∠R ≅ ∠U, we have the first angle in both triangles congruent.

2. Given that ST ≅ VW, we have the side opposite to the congruent angles congruent in both triangles.

3. Given that ∠S ≅ ∠V, we have the second angle in both triangles congruent.

Using ASA congruence, we can conclude that △RST ≅ △UVW.

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Final answer:

Triangles △RST and △UVW are congruent by ASA postulate, which states if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent.

Explanation:

To prove that triangles △RST and △UVW are congruent by the Angle-Side-Angle (ASA) postulate, we first observe the given congruent parts: ∠R ≅ ∠U, ST ≅ VW, and ∠S ≅ ∠V. Now, by the ASA postulate, if two angles and the included side of one triangle are congruent to two angles and the included side of another triangle, then the two triangles are congruent. We have two pairs of congruent angles: ∠R ≅ ∠U and ∠S ≅ ∠V, and one pair of congruent sides: ST ≅ VW (△RST's side ST is included between ∠R and ∠S, and △UVW's side VW is included between ∠U and ∠V). This satisfies the requirements for the ASA postulate, so we can conclude the triangles are congruent: △RST ≅ △UVW.

Answer:

Carol      PLEASE GIVE BRAINLIEST

Step-by-step explanation:

Jon = 6 patients in 1.5 hours

6 ÷ 1.5 = 4 patients per hour

Carol = 10 patients in 2 hours

10 ÷ 2 = 5 patients an hour

Carol sees more patients per hour.

Answer:

35,880

Step-by-step explanation:

 4

 1

 690

    52

 1380

34500

35880

Hope this helps you!!! :)

Answer:

Cost of 11 cans of Dog food is $9.57

Step-by-step explanation:

Cost of 5 cans of dog food = $4.35

So to find out the cost of 11 cans of dog food at the same price, we need to calculate the price of 1 can of dog food.

Calculation for finding out cost of 1 can of dog food

The price $4.35 which is given is the price of 5 cans

So to find the cost of 1 can, we need to divide the given price by 5

5 Cans of dog food = $4.35

1 can of dog food = 4.35 ÷ 5

1 can of dog food = $0.87

Now to find out the price of 11 cans, we will multiply the price of 1 can with 11

Cost of 11 cans = 11 × $0.87

                          = $9.57

Answer:

4.5 seconds.

Step-by-step explanation:

0.75 of a picture will be taken within a second. 6 times 0.75 is 4.5 seconds.

Hope this helps!

Answer:

4.5 secs

Step-by-step explanation:

Answer:

Well Where are the graphs

Step-by-step explanation:

Answer:

It’s just A

Step-by-step explanation:

The inequality to represent the situation is 335 + d ≥ 575; Rhonda must collect at least '240 stamps' in order to reach her goal.

If the equation or inequality contains variable terms, then there might be some values of those variables for which that equation or inequality might be true. Such values are called solution to that equation or inequality. Set of such values is called solution set to the considered equation or inequality.

Given that the Stamps Rhonda wants to collect = 575

The Stamps already in collection = 335

Let consider 'd' represents the number of stamps Rhonda needs to achieve her goal.

Thus, the Stamps to collect + Stamps already in collection ≥ 575

d + 335 ≥ 575

d ≥ 575 - 335

d ≥ 240

Hence, The inequality to represent the situation is 335 + d ≥ 575; Rhonda must collect at least '240 stamps' in order to reach her goal.

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Final answer:

To find how many more stamps Rhonda needs to collect to reach her goal, utilize the inequality 335 + d ≥ 575 with d representing the additional stamps needed, resulting in d ≥ 240.

Explanation:

Rhonda's Inequality:

335 + d ≥ 575; d ≥ 240

To determine how many more stamps Rhonda must collect to reach her goal, we set up the inequality 335 + d ≥ 575, where d represents the number of stamps she must collect. By solving this inequality, we find that Rhonda needs to collect at least 240 more stamps to reach her goal.

check the picture below.

make sure your calculator is in Degree mode.

Answer:

2.735

Step-by-step explanation:

:)

Answer:

12 and 136

Step-by-step explanation:

12 divided by 2 is 6, and 136 divided by 2 is equal to 68.

For the two numbers the quotient is between 136 divided by 6 will be 22 and 23.

We may examine the division and take into account the closest whole numbers to the quotient in order to get the two numbers that are the product of 136 divided by 6.

(Rounded to four decimal places) 136 divided by 6 equals 22.6667. 22 and 23 are the whole numbers that are most similar to this quotient.

We may then deduce that the value of the quotient of 136 divided by 6 is between 22 and 23. Accordingly, the outcome of the division of 136 by six will be a number more than or equal to 22 but less than 23. To put it another way, the quotient falls between [22, 23].

More about the Algebra link is given below.

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Answer:

The days will it take them to have the same number of followers is:

Step-by-step explanation:

To solve the proposed exercise, an equation must be made for each one taking into account the information obtained:

Where d is the number of days elapsed. Since you want to identify the day in which they will have the same number of followers, you proceed to match the two equations:

And you clear the variable d (remember that those who are adding to one side of equality, go to the other side to subtract and, if they are subtracting to one side of equality, go to add):

Answer:  The answer is:  "  [tex]\frac{7}{80}[/tex] " .

_________________________________________________

Step-by-step explanation:

__________________________________________________

Given:  " 8 [tex]\frac{3}{4}[/tex] % "  ;  Convert this to a "fraction" .

__________________________________________________

Start with the:  " 8  [tex]\frac{3}{4}[/tex] "  portion:

Start with the:  " [tex]\frac{3}{4}[/tex] "  portion :

Note:  " [tex]\frac{3}{4}[/tex] " ;

                           =  3/4 ;

                           =  3 ÷ 4 ;  {use calculator} ;

                           =  0.75  .

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Or;  recognize, from experience, that:  "3/4" = " 0.75 " .

_________________________________________________

Or:  Calculate as follows:

          →  " [tex]\frac{3}{4}[/tex]  = [tex]\frac{?}{100}[/tex] " ;  

          →   Solve for the:  "(?)" value:

__________________________________________________

Consider the "denominator" portions:

         →  " 4 * {what value?} = 100 " ;

         →  100/4 = 100 ÷ 4  = 25 ;  

         →  So:  " 4 * {25}  = 100 ;

Now, consider the "numerator" portions:

         →  " 3 * {25}  = "{?}" ;

         →  " 3 * {25}  = " 75 " ;

__________________________________________________

Now, we can rewrite the expression;

           & replace the "{?}" — with:  " 75 " ;  as follows:

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The original expression:

          →  " [tex]\frac{3}{4}[/tex]  = [tex]\frac{?}{100}[/tex] " ;  

Rewrite as:

          →  " [tex]\frac{3}{4}[/tex]  = [tex]\frac{75}{100}[/tex] " ;  

_______________________________________________

Note:  " [tex]\frac{75}{100}[/tex] "  ;

                       =   75 / 100  =  75 ÷ 100 ;  

          →   Use calculator:   = 0.75 ;

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                               Or:  75 ÷ 100 = ? ;

     →  Note:  when dividing by "100" ; we take the original value, and move that number backward "2 (two) decimal spaces".  We move "backward" because we are "dividing" (not "multiplying") ; and we move 2 (two) decimal spaces because:  " 100" has 2 (two) zeros.

     →  " 75 ÷ 100  =  75.  ÷  100  =  .75  ;

                               →  Write as:  " 0.75.

_______________________________________________

So:  " 8 [tex]\frac{3}{4}[/tex]  "  ;

          =  8  +  [tex]\frac{3}{4}[/tex]  ;

          =   8  + 0.75 ;

         =   8.75  .

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So:  " 8 [tex]\frac{3}{4}[/tex] % " ;  

          =  8.75 % ;

_________________________________________

Note that " % " ;  refers to parts per hundred;  or:  "divided by 100" ;

_______________________________________________

       →  So:   " 8.75 % " ;

                  = 8.75 / 100 = 8.75 ÷ 100 ;  

       →  Use calculator; to get:  " 0.0875 " .

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Or:  " 8.75 ÷ 100 " ;   →  As aforementioned, when dividing by "100" ;

                                   we move the decimal point "backward 2 (two) spaces:

      →   " 8.75 ÷ 100  =  .0875 ;

                          →  Write as:  " 0.0875 " .

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Now, let us convert this value to a "fraction value" ;

    →  We have:  " 0.0875 ;

We look at the last consecutive non-zero digits:  "875" .

   →  How many decimal spaces backward from "875" ;  specifically, the digit, "5" ;  are there (counting backward; to the actual decimal point)?

  →  0.0875 .  →  The answer is:  "4 (four)" ;  which are: 5, 7, 8, and 0 " .

                               {Refer to digits in "bold font".}.

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So, this value:  " 0.0875 " ;  

          →  is equal to:  " 875 " ÷ { 1 followed by 4 [four] zeros } ;

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                               =  " 875 ÷ 10000 " ;

                               = " 875 ÷ 10,000 " ;

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  Using a calculator:

       " 875 ÷ 10,000 "  = " [tex]\frac{875}{10,000}[/tex] " ;

______________________________________________

                                    = " [tex]\frac{7}{80}[/tex] " .

______________________________________________

The answer is: "  [tex]\frac{7}{80}[/tex] " .

______________________________________________

Hope this is helpful to you!

       Best wishes to you!

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8 3/4% as a fraction in simplest form is 7/80.

In Mathematics and Geometry, a fraction simply refers to a numerical quantity (numeral) which is not expressed as a whole number. This ultimately implies that, a fraction is simply a part of a whole number.

In Mathematics, a percentage is any number that is expressed as a fraction of hundred (100). This ultimately implies that, a percentage indicates the hundredth parts of any given number.

In this exercise and scenario, we would convert the given percentage 8 3/4% into a fraction by dividing as follows;

8 3/4% = 8% + 0.75%

8% + 0.75% = 8.75%

8.75/100

Multiply both sides by 100, we have:

Fraction: 875/10000 = 7/80.

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