need help geometry question central angles and arcs plsss

Answer:

Step-by-step explanation:

Do u see any similarities between the numbers? Both 12 and -4 have a variable(N). 8 and -7 dont have a variable, so u have to calculate them individually.

One thing to remember is just because there is a minus sign(-) or a plus sign(+) does not mean its addition or subtraction. its the value of the number. the sign to the left of the number is its value. so left of 12 is plus(+), so its a positive. left of 4 is a minus sign(-) so its a negative 4. lastly, left of 7 is minus sign(-), which means its negative 7. now u add.

lets add the variables first:

12n + (-4n) = 8n

add the regular numbers:

8 + (-7) = 1

so its 8n + 1

Answer:

[tex]z = -0.8[/tex]

Step-by-step explanation:

Given

[tex]n = 32[/tex] --- samples

[tex]\mu = 18g[/tex] --- mean

[tex]\sigma =5g[/tex] --- standard deviation

[tex]x = 14g[/tex] --- observed value

Required

Find the standardized score

This is calculated as:

[tex]z = \frac{x - \mu}{\sigma}[/tex]

So:

[tex]z = \frac{14g -18g}{5g}[/tex]

[tex]z = \frac{-4g}{5g}[/tex]

[tex]z = \frac{-4}{5}[/tex]

[tex]z = -0.8[/tex]

The standardized score is -0.8

Answer:

x = 1.73

y = 2

Step-by-step explanation:

tan 30 = 1/x

0.57735 = 1/x

x = 1.73

sin 30 = 1/y

0.5 = 1/y

y = 2

Answer:

Y=x*(6 feet/ 1 fathom)

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

10÷5/8=16

Answer:

16

Step-by-step explanation:

To solve problems where a fraction is being divided, we use a reciprocal of the fraction, which means that you flip the fraction upside down and multiply by the other number. So for this problem, the opposite of 5/8 is 8/5, so we need to multiply that by 10.

10*8/5

80/5

16

Hope this helped you out!! Have an awesome day （￣︶￣）↗　

Answer: 5/12

Step-by-step explanation:

Answer:

5/12

Step-by-step explanation:

We are going to change both number so they have the same denominators.

1/4x3/3= 3/12

2/3x4/4=8/12

Once we changed the number we are going to subtract the numbers.

8/12-3/12=5/12

We can't simplify 5/12 so the answer is 5/12.  

Answer:

9

Step-by-step explanation:

So the little arrows on the lines means they are equal to each other so if you look, A to D and B to C have only one arrow meaning those two lines are the same lines

and A to B and D to C have two arrows meaning those two lines are the same

so that means if A to B is 9 and it's equal to the line D to C, then D to C is also 9

Hopefully this wasn't too confusing

Answer:

mCD = 9

Step-by-step explanation:

Because this polygon has opposite parallel sides, meaning each side across from each other are parallel, we know that this is a parallelogram. So:

AB ║ DC

BC ║ AD

Because this is a parallelogram, we know that, from the properties parallelograms, opposite sides of a parallelogram are congruent. This means that AB ≅ DC.

This also means that because AB = 9 and AB = DC, DC = 9.

Here's a mini two-column proof:

Statements     →     Reasons

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

mAB = 9     →     Given

AB ║ DC, BC ║ AD      →     Given

ABCD is a parallelogram      →     Definition of a Parallelogram

AB ≅ DC      →     Opposite sides of a parallelogram are congruent.

mAB = mDC      →     Definition of Congruent Segments

9 = mDC      →     Substitution Property of Equality

mCD = mDC      →     Reflexive Property of Equality

mCD = 9     →     Substitution Property of Equality

Answer:

Step-by-step explanation:

Use the property of 30-60-90 degree right triangles

They have the ratio of  sides from smallest to greatest: 1: √3 : 2

The top triangle

The bottom triangle

Acute angles n and 2n makes them 30° and 60°

Answer:

x = 1/2*2√3 = √3

y = √3*√3 = 3

Answer:

value of x

(8x+7)°=(9x-4)°

vertically opposite angles are equal

8x°-9x°=-4°-7°

-x°=-11°

divide both sides by -1° don't counsel negative

x=11

value of Y

5y°=(7y-34)°

vertically opposite angles are equal

5y°-7y°=34°

-2y°=34°

divide both sides by-2° don't counsel negative

y=17

Answer:

11/2 is 5 1/2 this is which is 5 remainer 1 if you are a lower grade. If not then the complete form is 5.5

Step-by-step explanation:

Answer:

Getting an odd number would be 8/15 and the multiple of six would be 2/15

Answer:

17

Step-by-step explanation:

split the shape into 2 rectangles and find the area by multiplying the lenghts and withs of each rectangle then add their areas

Answer:

4

Step-by-step explanation:

To find the number you have to reverse the equation

Let us call the number "x"

x + 9 = 13

So to find x we flip the equation

13 - 9 = x

Solve it

4 = x

So the missing number is 4

Answer:

80km/h

Step-by-step explanation:

(160KM/H) / (2H) = 80 KM

Answer:

80km/h

Step-by-step explanation:

hope this helps!

have a good day :)

Answer:

A

Step-by-step explanation:

Answer:

It’s b

Step-by-step explanation:

You can plot the points on the graph to test them out . B was the only one that made a rectangle

Step-by-step explanation:

A straight line adds up to 180°

m+3m=180°

4m=180°

m=45°

3m=45°

angle CBD=3(45)

=135°

Answer:

x= 27

Step-by-step explanation:

Answer:

7/1

Step-by-step explanation:

A reciprocal means you flip the numerator and the denominator (the top number and the bottom number) so In this case the reciprocal for 1/7 s 7/1.

Hope I could help!

Answer:

In similar figures, the angles are congruent, even if the sides are not. Notice that one angle in each pair of figures corresponds to an angle in the other figure. They have the same shape but not the same size

Answer: Both are the same. Don't just copy this, actually try to understand it.⬇️

Step-by-step explanation:

x y

2 3

4 6

8 12

remember rise/over = y/x

Function 1 is rising 3 for every 2 to the right. that means 3/2 or x y

                                                                                                             2 3

I hope this helps

Answer:

Homework i d k

Step-by-step explanation:

Answer:

The alternate hypothesis is:

[tex]H_{a} < 16[/tex]

Step-by-step explanation:

There are two types of hypothesis. The null hypothesis and the alternate hypothesis. The null hypothesis is that the mean found is equal to the expected value. The alternate hypothesis is a question about this expected value(different, more, less)

A severe storm has an average peak wave height of 16.4 feet for waves hitting the shore.

This means that the null hypothesis is [tex]H_{0} = 16.4[/tex]

Let us say that we want to set up a statistical test to see if the wave action (i.e., height) is dying down. If you wanted to test the hypothesis that the waves are dying down, what would you use for the alternate hypothesis

Dying down means lower average peak, that is, lower than the average of 16.4. This means that the alternate hypothesis is:

[tex]H_{a} < 16[/tex]

Answer:

Is there supposed to be a picture?

Step-by-step explanation:

Answer:

Step-by-step explanation:

Common ratio r = a₂/a₁ = -9/27 = -⅓

b(1) = 27

b(n) = b(1)rⁿ⁻¹ = 27(-⅓)ⁿ⁻¹