Find the value of x and angle AKB

Answer:

4x-5

Step-by-step explanation:

the answer is 4x-5 as we apply multiplication and subtraction

he would have to practice 20 minutes on friday

18 + 23 + 16 + 13 = 70

1.5 hours = 90 minutes

90-70 = 20 minutes

2/9

Answer:

Plz give brainliest

Step-by-step explanation:

I believe

A) 0 - 20,000

B) Interval= 2000 or 3000

Answer: its an enlargement and when it enlarges A goes up 6 and moves to the right 3 spaces P stays the same b also moves to the right 6 spaces

so in conclusion answers are

A'=(8,5)

B'=(-2,10)

Step-by-step explanation:

i hopes this helps if it doesn't I'm very sorry i tried helping the best i can :|

Answer:

x = 27

Step-by-step explanation:

∠AB is 180° as it is a straight line. Then, we have 3 angles here, 2 known and 1 unknown. These angles have to add up to 180° as they just divide ∠AB into 3 sections. Solve for x with the given information:

[tex]36+90+2x=180\\126+2x=180\\2x=54\\x=27[/tex]

Answer:

x = 27

Step-by-step explanation:

Answer:

C, 4a, 2b and 7

Step-by-step explanation:

8 boys, x girls, 4 pencils each, total number of pencils 52.

The equation can be 4(8+x) = 52

So lets solve:

4(8+x)=52

Divide 4 on both sides:

8 + x=52 / 4

8 + x = 13

Subtract on both sides:

x = 13 - 8

x = 5

There are 5 girls in the class.

Now lets solve to double check:

4(8+5)=52

4(13)=52

52 = 52

Yes!

This means that there are 5 girls in the class.

I hope this helps! :)

Taking into account the definition of equation, there are 5 girls in the class.

An equation is defined as an equality established between two expressions, in which there may be one or more unknowns that must be solved.

In other words, an equation is the equality between two algebraic expressions connected through the equals sign in which one or more unknown values, called unknowns, appear in addition to certain known data.

Each equation has two members, and these are separated by using the equal sign (=), which in turn each of them are made up of terms.

The unknowns, that is, the values ​​to be found, are represented by letters.

The equality between the two algebraic expressions is only verified for certain values ​​of the unknown.

In this way, the solution of an equation means determining through certain procedures the value that satisfies it.

A class has 8 boys and x girls. Each student has 4 pencils. The total number of pencils the students is 52.

An equation that models this situation is:

4×(8+x)= 52

It is considered that:

Solving in this case:

8 +x= 52÷4

8 +x= 13

x= 13 -8

x= 5

Finally, there are 5 girls in the class.

Learn more about equation:

https://brainly.com/question/296895

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Answer:

arc RS = 72°

Step-by-step explanation:

The measure of the inscribed angle SQR is half the measure of its intercepted arc RS , then

2x + 14 = [tex]\frac{1}{2}[/tex] (6x + 6) = 3x + 3 ( subtract 2x from both sides )

14 = x + 3 ( subtract 3 from both sides )

11 = x

Then

RS = 6x + 6 = 6(11) + 6 = 66 + 6 = 72°

Answer:

The rule for divisibility by 9 works because numbers are written in base 10.

Step-by-step explanation:

Answer:

There is no separation (distance) between the first y-intercept (6) and the second (6).

Step-by-step explanation:

We'll assume that the table shows points on a straight line.

If we go from x = 2 to x = 8 (an increase of 6), the corresponding y values go from y =2 to y = -10 (a decrease of 12).  Thus, the slope of the line represented by the table is

m = rise / run = -12/6, or m = -2.

We need to find the equation of the line represented by the table, so that we can know the y-intercept.  Start with y = mx + b and substitute -2 for m:

y = -2x + b.  We arbitrarily choose an ordered pair from the table, such as (11, -16).  Here we substitute 11 for x and -16 for y:

-16 = -2(11) + b, or

-16 = -22 + b, which yields b = 6.

This is the same y-intercept as the '6' in the given f(x) = -2x + 6.  So:  There is no separation (distance) between the first y-intercept (6) and the second (6).

Think of a vertical number line. The positive values count down as we move down this number line. The negative numbers count up, so to speak, as we move down the number line. So we have -1, -2, -3, ... as we move down. This indicates that -5 is not smaller than -7.

Diagram is below.

Answer:

603 because it’s odd

360 because it doesn’t have a 0 in the tens place

502 because the sum of the digits doesn’t equal 9

Answer:

Below!

Step-by-step explanation:

The slope is 1. The unit rate is $4.75/min If the graph of a proportional relationship passes through the point (1 , R) then r equals the slope and the unit rate. $4.75 per min.

The slope of the graph resembles the unit rate.

The unit rate is the amount it cost per minute.

The graph passes through the point (1, 3.40), which means it is at x = 1, the rate is $4.75.  

Answer:

Chris lives farther from school than Alex lives, and Chris walks to school at a faster rate than Alex

Step-by-step explanation:

Answer:

c

Step-by-step explanation:

Answer:

I think it's 900

Step-by-step explanation:

Answer:

skew

skew

parallel

parallel

Step-by-step explanation:

First see the below figure to understand parallel and skew lines

As you can see parallel lines lie on the same plane

skew lines lie on different plane and do not intersect

1)AB and GF

AB lies on ABCD plane

GF lies on EFGH plane

and they will never meet / intersect

so skew

2)DH and BF

DH lies on ADHE plane

BF lies on BCGF plane

they seem parallel but they are on different plane, so skew

3)EF and HG

EF and HG both lie on the same plane EFGH

and they both are parallel

4)for this see the second picture

both these planes are parallel

Hope this helps!

Answer:

6) y= -3x+3

7) y= -4x+5

Step-by-step explanation:

Answer:

3 1/8

Step-by-step explanation:

16 bags = 50 m

1 bag = 50/16

1 bag = 25/8

1 bag = 3 1/8 ( due to mixed fraction )

so the cloth needed to make one bag is 3 1/8 m

Step-by-step explanation:

Total ratio =11+9

=20

=120/20×124

=744

therefore the number of students are 744

Answer:

7, 11, 39 OR -26, 1, 77;

Step-by-step explanation:

Mumble. Let's call the first number 13k, which is obviously a multiple of 13.

The factor of 77 are easy to find. It's either 77 and 1, or 11 and 7.

Now two cases. If we consider negative multiples of 13 (ie, -39 is -3 times 13) we can use the first pair (77 and 1, who sum up to 78, and start taking 13 from it as many times as we need to get to our interval.

1st pass: 78-13 = 65 out

2nd pass: 65-13 = 52 in

3rd pass : 52 - 13 = 39 out

So a possible triplet is 77, 1 and -26.

Case two: we aren't allowed to take negative numbers, and 77 and 1 will bring out of our range already. Let's stick to 11 and 7, who sum up to 18. Again, let's keep adding 13 as many times as we need

1st pass: 18+13 = 31, no good

2nd pass: 31+13 = 44, out again

3rd pass: 44+13= 57, we're good!

4th pass: 57+13 = 70, too far.

So another possible triplet is 7, 11, 39.

The moment you allow the product of the second and third number to be rationals will open a whole new can of worm that isn't any close to be interesting or fun to explore.

Answer:

1/8x³- 1/27y³

Step-by-step explanation:

1/216×(27x³-8y³)

1/216×(3x-2y)×(9x²+6xy+4y²)

1/216×(3x-2y)×(9x²+6xy +4y²)

Answer:

5/2

Step-by-step explanation:

please mark me brainiest

1/10 = 10%

a percent is

[tex] \frac{part}{whole} = \frac{x}{100} [/tex]

If u take 1/10, 10 is one tenth of 100 (10*10=100).

Answer:

x + 9

y + 11

(IGNORE, This part will fill the 20 letter minimum limit)

Answer:

b

Step-by-step explanation:

cut it in half, boom equal

Answer:

b

Step-by-step explanation:

[tex] \frac{3}{7} \\ \\ in \: \: alternate \: \: form \\ \\ 0.428571[/tex]

see the attachment for explanation

Answer:

(-6, -2)

Step-by-step explanation:

Step-by-step explanation:

9. option B

3,13

13 = 5(3) - 2

13 = 15 - 12 → 13 = 13

Answer:

RS = 6

Step-by-step explanation:

The line joining the midpoints of 2 sides of a triangle is half the length of the third side, that is

RS = [tex]\frac{1}{2}[/tex] AB = [tex]\frac{1}{2}[/tex] × 12 = 6