What is the equation of the line in standard form? (-1,-4) (2,2)

[tex]n+n+1+n+2=3n+3=3(n+1)[/tex]

Answer:

Real part: -6

Imaginary part: -1

Step-by-step explanation:

A complex number is a number that has a real part and an imaginary part. These numbers usually are represented in the form a + bi where a and b are real numbers and b is the imaginary part (i is actually the solution to the equation [tex]x^{2} +1=0[/tex] or x²=-1 which has no roots in the real numbers and therefore we call the solution √-1=i)

Now, proceeding to the complex number you wrote, if we write it as a + bi we would have a = -6 b = -1

Therefore the real part is a = -6 and the imaginary part would be -1.

145 -19 = 126

 she needs to learn 126 more words

 divide 126 by 6 to find number of days

126 / 6 = 21

 it will take 21 days, Answer is B

Answer:

The value of x is [tex]\frac{k+9}{4}[/tex]

Step-by-step explanation:

 Given : equation 4x - 9 = k

We have to find the value of x.

Consider the given equation  4x - 9 = k

Adding 9 both sides, we have,

4x = k + 9

Divide both side by 4, we have,

[tex]x=\frac{k+9}{4}[/tex]

Thus, The value of x is [tex]\frac{k+9}{4}[/tex]

the answer would be A because if you graph those equations they are perpindicular. They cross eachother like a t

Answer:

∠GEN and ∠FED, ∠GEF and ∠DEN are few of the vertical angles.

∠ENM and ∠NKP, ∠HKC and ∠ADE are few of the straight angles.

∠GEN and ∠FED, ∠JNM and ∠EHK are few of the acute angles.

Step-by-step explanation:

Vertical angles are the angles made by two intersecting lines and they are equal

So,

∠GEN and ∠FED, ∠GEF and ∠DEN are few of the vertical angles.

Straight angles are angles that are 180°

So,

∠ENM and ∠NKP, ∠HKC and ∠ADE are few of the straight angles.

The angles less than 90° are called acute angles

So,

∠GEN and ∠FED, ∠JNM and ∠EHK are few of the acute angles.

∠GEN and ∠FED, ∠GEF and ∠DEN are few of the vertical angles.

∠ENM and ∠NKP, ∠HKC and ∠ADE are few of the straight angles.

∠GEN and ∠FED, ∠JNM and ∠EHK are few of the acute angles.

Vertical angles are the angles made by two intersecting lines and they are equal, ∠GEN and ∠FED, ∠GEF and ∠DEN are few of the vertical angles.

Straight angles are angles that are 180° ∠ENM and ∠NKP, ∠HKC and ∠ADE are few of the straight angles.

The angles less than 90° are called acute angles∠GEN and ∠FED, ∠JNM and ∠EHK are few of the acute angles.

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A triangle with angles that measure 120°, 39°, and 21° is an obtuse triangle.

The student has asked about the classification of a triangle with angles that measure 120°, 39°, and 21°. Based on Euclidean geometry, the sum of the angles in any plane triangle is 180°. A triangle with one angle that measures more than 90° is an obtuse triangle, as it has one obtuse angle. Therefore, this triangle, with a 120° angle, is classified as an obtuse triangle.

Given that an isosceles triangle has an exterior angle  of its base angle that is 130°​, the two possible sets of angles obtainable in the triangle are:

Recall:

Thus:

The isosceles triangle has been given in the image attached below to show the possible angle measures we can get.

In figure 1, we see that when the exterior angle of the bases is 130°​, the measure of each of the base angles would be:

[tex]\mathbf{180 - 130 = 50^{\circ}}[/tex]

The vertex angle would be:

[tex]\mathbf{180 - (50 + 50) = 80^{\circ}}[/tex]

Therefore, given that an isosceles triangle has an exterior angle  of its base angle that is 130°​, the two possible sets of angles obtainable in the triangle are:

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A reasonable conjecture for Mei is the Alternate Interior Angles Theorem, which states if a transversal intersects parallel lines, the alternate interior angles are equal.

Based on the scenario, a reasonable conjecture for Mei to make would be, if a transversal intersects parallel lines, then the alternate interior angles are congruent. This statement is known as the Alternate Interior Angles Theorem. In other words, in each of Mei's figures, if the angles she measured are alternate interior angles, they should have the same measurement.

For example, if three pairs of parallel lines are intersected by a third line (called a transversal), a pattern that consistently appears is the equality of the alternate interior angles (angles that are on opposite sides of the transversal and inside the parallel lines). This implies, if the two lines are parallel, then any alternate pair of interior angles are equal.

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Answer:

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Area = 338

Width = X

Length = 2x

2x * x = 338

3x = 338

x = 112.7

The value of x from the rectangular shaped canvas box is x = 13 inches

The area of the rectangle is given by the product of the length of the rectangle and the width of the rectangle

Area of Rectangle = Length x Width

Given data ,

Let the area of rectangle canvas be A = 338 inches²

Let the width of the canvas = x inches

And , length = 2 x ( width )

Now , the length of the canvas = 2x inches

So , Area of Rectangle = Length x Width

On simplifying , we get

Area of Rectangle = 2x ( x )

Area of Rectangle = 2x²

338 = 2x²

Divide by 2 on both sides , we get

x² = 169

Taking square roots on both sides , we get

x = 13 inches

Hence , the value of x of the canvas is 13 inches

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The area of the flower bed is approximately 132.73 square feet. Each bag of fertilizer covers 10 square feet, so we'd need 13.27 bags. Rounding up, we'll need to buy 14 bags.

The question involves the calculation of the area of a circular flower bed and determining the amount of fertilizer needed for that area. The area of a circle can be calculated using the formula πr², where 'r' (radius) is half of the diameter. In this case, the diameter of the flower bed is 13 feet, so the radius is 13/2 = 6.5 feet. We then square the radius (6.5²) which gives us 42.25 and multiply by π (approximately 3.14), resulting in an area of approximately 132.73 square feet. Given that each bag of fertilizer covers 10 square feet, we would need 13.27 bags of fertilizer. Since we cannot buy a fraction of a bag, we would need to buy 14 bags to fully cover the flower bed.

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Final answer:

By using the given lengths of AE and BC, along with the equality of AB, DB, and DC, we can solve for CE to be 14.67cm.

Explanation:

The lengths of AE, BC, AB, DB, and DC are given or can be determined with the information provided. Since AB = DB = DC and BC is given as 10 cm, we can deduce that AB + BC + CE = AE. Given AE is 28cm and BC is 10cm, we can find the length of AB by realizing that AB + AB + AB (which is AB + DB + DC) is the same as BC or 10cm. This makes each section AB, DB, and DC equal to 10cm / 3.

With AB, DB, and DC all being equal to 10cm / 3, and knowing AE is 28cm, we can then calculate the length of CE:

AE = AB + BE (and BE = BC + CE)

28cm = (10cm/3) + (10cm + CE)

To find CE, rearrange the equation:

CE = 28cm - 10cm - (10cm/3)

CE = 28cm - 10cm - 3.33cm

CE = 18cm - 3.33cm

CE = 14.67cm

To solve for the length of CE in a line segment configuration, we calculate CE = AE - BC - DC after determining the lengths of AB, BC, and DC. The solution reveals that CE is 9cm.

The student has a geometry problem, which involves calculating the length of segment CE on a line segment AE. We know that AE = 28cm and BC = 10cm, with AB, DB, and DC being equal in lengths.

Since B is between A and C, and D is between B and C, and C is between B and E, we can write the entire length AE as AB + BC + CE. Because AB = DB = DC, we can substitute DB and DC for AB in the sums to get 2(DB) + BC = 28cm.

We are given that BC = 10cm, so we can set up an equation: 2(DB) + 10cm = 28cm. Solving for DB, we find that DB = 9cm. Since DC is equal to DB, DC is also 9cm. CE can be found by subtracting BC and DC from the total length of AE: CE = AE - BC - DC, so CE = 28cm - 10cm - 9cm, resulting in CE = 9cm.

Answer: More than 40 students

Step-by-step explanation:

Let x be the number of students .

Given : Mrs. Williams is deciding between two field trips for her class. The Science Center charges $80 plus $5 per student.

i.e. Total cost : [tex]80+5x[/tex]          (1)

The Dino Discovery Museum simply charges $7 per student.

i.e. Total cost : [tex]7x[/tex]              (2)

The inequality that shows Science Center charge less than the Dino Discovery Museum charges will be :-

[tex]80+5x<7x[/tex]  

Subtract 5x on both sides , we get

[tex]80<2x[/tex]

Divide both sides by 2 , we get

[tex]40<x[/tex]

Hence, for more than 40 students the Science Center charge will less than the Dino Discovery Museum charges.

The opposite angles of a parallelogram are congruent this can be proved by the fact that;

To prove opposite angles in a parallelogram are congruent, it's necessary to recognize that opposite sides are congruent and use the property that corresponding parts of congruent triangles are congruent.

To prove that the opposite angles of a parallelogram are congruent, it's not necessary that opposite sides be perpendicular. Instead, let's consider the properties that are relevant to this proof:

In this case:

The proper proof would rely on establishing congruent triangles within the parallelogram and then using the property that corresponding parts of congruent triangles are congruent to show that the opposite angles are congruent.

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the number inside the parenthesis includes the interest rate ( annual percentage

looking at the possible functions, if you raise the interest rate to the power of 12, you would need to divide the number of years (t) by 12 as well

 so the function could be rewritten as A=1000(1.023^12)^t/12

 since the annual percentage rate is 2.3% ( 0.023)

 divide 0.023/12*100 = 0.19% per month interest