PR and SU are parallel lines.


Which angles are alternate interior angles?

Answer:

2

Step-by-step explanation:

2x^2 + 8x + 8

factor the 2 out : 2(x^2 + 4x + 4)

2(x + 2)^2

x = -2

Answer: -40 or negative forty

Step-by-step explanation:

16 hours 6 minutes

See the image above

Answer:

H.C.F = 15

Step-by-step explanation:

60 = 2 × 2 × 3 × 5

75 = 3 × 5 × 5

90 = 2 × 3 × 3 × 5

HCF = 3 × 5 = 15

Answer:

-3 squared means it is 0.1 for each -1, so it would be 0.001

Step-by-step explanation:

it is 0.003 for a and the rest you can figure out

Answer:

[tex] 365.97\: cm^2[/tex]

Step-by-step explanation:

Area of the shape = Area of triangle with base 22 cm and height 16 cm + Area of semicircle with radius (22/2 = 11) 11 cm

[tex] = \frac{1}{2}bh + \frac{1}{2} \pi {r}^{2} \\ \\ = \frac{1}{2} \times 22 \times 16 + \frac{1}{2} \times \times 3.14 {(11)}^{2} \\ \\ = 11 \times 16 + 3.14 \times 60.5 \\ \\ = 176 + 189.97 \\ \\ = 365.97 \: {cm}^{2} [/tex]

Step-by-step explanation:

The radius would be 11 which is half of the width and the height is 16.

A= πr(r+√h²+r²)

A= π•11•(11+√16²+11²)

A≈ 1051.11836

Answer:

x=0.66+1.88i

x=0.66-1.88i

Step-by-step explanation:

Given

3[tex]x^{2}[/tex]-4x+12=0

using the Quadratic Formula where

a = 3, b = -4, and c = 12

[tex]x=-b[/tex]±[tex]\sqrt{b^{2}-4ac } /2a\\[/tex]

x=-(-4)±[tex]\sqrt{(-4)^{2}-4(3)(12) } /2(3)[/tex]

x=4±[tex]\sqrt{16-144} /6[/tex]

x=-4±[tex]\sqrt{128} /6[/tex]

[tex]b^{2} -4ac<0\\[/tex]

x=-4±[tex]8\sqrt{2} i[/tex]/6

[tex]x=\frac{2}{3}[/tex]± [tex]\frac{4\sqrt{2}i }{3}[/tex]

Which becomes,

x=0.66+1.88i

x=0.66-1.88i

The value of x will be x=0.66+1.88i

x=0.66-1.88i

Answer:

this is the answer of your question

Step-by-step explanation:

[tex]i) \: {(729)}^{ \frac{1}{6} } [/tex]

[tex] = {(3 \times 3 \times 3 \times 3 \times 3 \times 3)}^{ \frac{1}{6} } [/tex]

[tex] = \sqrt[6]{(3 \times 3 \times 3 \times 3 \times 3 \times 3)}[/tex]

= 3 (Ans)

[tex]ii) \: {(64)}^{ \frac{2}{3} } [/tex]

[tex] = \sqrt[3]{ {64}^{2} } [/tex]

[tex] = \sqrt[3]{(64 \times 64)} [/tex]

[tex] = \sqrt[3]{ {2}^{12} } [/tex]

[tex] = {(2)}^{ \frac{12}{3} } [/tex]

[tex] = {2}^{4} [/tex]

= 16 (Ans)

[tex]iii) \: {(243)}^{ \frac{6}{5} } [/tex]

[tex] = {( \sqrt[5]{ {243} })}^{6} [/tex]

[tex] = {3}^{6} [/tex]

= 729 (Ans)

Answer:

1. members = $ 160 , non members = $ 80

2. members = $ 168 , non members = $ 120

Step-by-step explanation:

For members

Annual membership = $ 144

rent per visit charges = $ 4

For Non members

parking charges = $ 5

admission charges = $ 11

rent per visit = $ 4

(1) for 4 visits

Members pay = $ 144 + 4 x $ 4 = $ 160

Non members pay = 4 x $ 11 + 4 x $ 5 + 4 x $ 4 = $ 80

So, non member ship is better.    

(2) for 6 visits

Members pay = $ 144 + 6 x $ 4 = $ 168

Non members pay = 6 x $ 11 + 6 x $ 5 + 6 x $ 4 = $ 120

So, non member ship is better.    

Step-by-step explanation:

please check the attachment

Answer:

70 degrees

Step-by-step explanation:

It's a right angle and have angles. The polygon is 5 sides. It's 540 degrees.

It's complementary.

Step-by-step explanation:

i don't know but i think it 157 because:

180-67=113

113-90=23 x

180-23-75=82 y

hope u can understand this

Answer:

There are:

i. Two blacks

ii. The first is black

or, alternatively

iii. Both are of same colour

i. Two blacks

ii. The first is black

or alternatively

iii. Both are of same colour

Answer:

37 5/8

Step-by-step explanation:

Hey buddy I am here to help!

*converting them into improper fraction*

13/8 + 149/8 + 139/8 = 13+149+139/8 = 301/8 = 37 5/8

Hope the answer helps!

Plz mark me brainliest

Answer:

point C ad B located on the x axis

Answer:

I think the answer is 5 hope it helps

Answer:

Science is more interesting for me than math and fun!

Step-by-step explanation:

Answer:

Math is more fun for me because you get to learn more stuff in it. Plus, math can help you in everyday stuff like for example cooking.

Step-by-step explanation:

Everyone agrees that learning math can be difficult, but some people believe math is important and some people believe math is not important. Math is important for three reasons: math is everywhere, children need math, and God created math.

The first reason math is important is math is everywhere. Math is used in everyday life; it is useful, but it is more than just useful. Math is there to help us, to keep us well ordered, to help us learn new things, and to help us teach new things. Students will become adults who will use math in their jobs. All kinds of careers use math; for example, musicians, accountants, fashion designers, and mothers use math. However, math is not only used for things you do. It also brings order to everything around you; the world is organized essentially because it was made with math.

The second reason math is important is children need math. Now, as we all know, children are as chaotic as a volcanic eruption, but children, as they grow, need to learn patience. Patience is precisely what math teaches us. It also teaches us curiosity; for example, why is this rule used here? Why would that number be negative? Why is that equation set up like that? These are questions they will learn to ask if they are taught math. The parents’ job is to help their children grow up to become good people who are patient and wise, who want to learn even more about anything and everything. Their future depends on what they have learned and if they have learned mathematics, then they will be able to do many different things—maybe even anything—when they are adults.

The third reason math is important is God created it. This is a reason most adults use to convince their children that math is not boring and unimportant, so it may seem unoriginal. I believe, however, it is something that needs to be stated. God created the universe as well as math. The universe is full of math and it is orderly because of math. The sun is a certain distance from the earth; everything is organized in such a way that no matter what has happened we have always been safe. We need math. From this, you should be able to see how much we really do use and need math. We would not be able to process or even do everyday things without it. Math, in addition to these things, helps us to know God. God gave us math to live well and to serve Him. With everything we learn using math in science, we learn more about the world, which can help draw us closer to God.

Some people say math is unimportant because you don’t need math other than basic math principles—you can live without more complicated math. They say, if you need it, then simply use a calculator and leave the more complicated math to people who like math, the mathematicians. This, however, is not correct; you need math and could not live well without math, even including more complicated math concepts. God made us with a sense of curiosity so we can learn, do, and think about all sorts of things. Math is that thing that connects everything together, everything people love to do: music, cooking, painting, and everything else. Math is important.

Math is important because math is everywhere, children need math, and God created math. This matters to me and other children because math determines our future and how we choose to live.

Answer:

You need to look at the graph and find an ordered pair.  Once you find an ordered pair divide the x value by the y value to get the unit rate.

Step-by-step explanation:

Please click on the above picture and view the full answer.

Step-by-step explanation:

Hope it helps you.^_^

Answer:

D. 120

Step-by-step explanation:

Answer:

120

5*24=120

5*20=100

5*16=80

Answer:

A. (3,3)

Step-by-step explanation:

Answer:

Turkeys with an internal temperature of less than 165° F are undercooked.

Answer:A

Step-by-step explanation:

I JUST TOOK THE TEST ON EDGE

The possible root of the function are: ±1, ±1/3, ±1/9 , ±2, ±2/3, ±2/9, ± 4, ±4/3, ±4/9.

In algebra, theorem that for a polynomial equation in one variable with integer coefficients to have a solution (root) that is a rational number, the leading coefficient (the coefficient of the highest power) must be divisible by the fraction's denominator and the constant term (the one without a variable) must be divisible by the fraction's numerator.

We have the function f(x) = 9[tex]x^4[/tex] - 2x² - 3x + 4.

For Polynomial Function

f(x) = p[tex]x^n[/tex] + ...... + q

So, The possible rational roots are calculated using

Roots = ± factors of p / factors of q

          = ± factors of 4 / factors of 9

          = ± 1, 2, 4 / 1, 3, 9

So, the possible rational roots are ±1, ±1/3, ±1/9 , ±2, ±2/3, ±2/9, ± 4, ±4/3, ±4/9.

Learn more about Rational Root Theorem here:

brainly.com/question/10937559

#SPJ7

Answer:

0

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

Answer:

I guess 400g good for your diet. and health

Answer:

the answer is 2

Step-by-step explanation:

It is like you are taking the antilogarithm of log 2

Answer:

2 is the answer of your question

hope it is helpful to you