Jacob wants to prove that AFGH = A/KL using SAS.
He knows that FG = J and F = J. What additional
piece of information does he need?

Answer:

the answer is 18 lol....

Answer:

whats the question

Step-by-step explanation:

The operating profit for September was $168,418.

An expression contains one or more terms with addition, subtraction, multiplication, and division.

We always combine the like terms in an expression when we simplify.

We also keep all the like terms on one side of the expression if we are dealing with two sides of an expression.

Example:

1 + 3x + 4y = 7 is an expression.com

3 + 4 is an expression.

2 x 4 + 6 x 7 – 9 is an expression.

33 + 77 – 88 is an expression.

We have,

Using the given information, we can calculate the following:

Total fixed cost per month.

= Instructor wages + Classroom supplies + Utilities + Campus rent + Insurance + Administrative expenses

= $2,970 + $310 + $1,230 + $4,900 + $2,400 + $4,000

= $15,810

Variable cost per course.

= Cost per course for utilities + Cost per student for administrative expenses

= $65 + $4 = $69

Variable cost per student

= Sales revenue per student - Total variable cost per student

= $890 - $69

= $821

Using the planned number of courses and students, we can calculate the expected revenue:

Expected revenue.

= Planned number of courses x Planned number of students x Sales revenue per student

= 4 x 62 x $890 = $221,120

Using the actual number of courses and students, we can calculate the actual revenue and costs:

Actual revenue

= Actual number of courses x Actual number of students x Sales revenue per student

= 4 x 52 x $890

= $184,640

Total variable cost

= (Variable cost per course x Actual number of courses) + (Variable cost per student x Actual number of students)

= ($69 x 4) + ($4 x 52)

= $412

Total cost

= Total fixed cost + Total variable cost

= $15,810 + $412

= $16,222

Operating profit

= Actual revenue - Total cost

= $184,640 - $16,222

= $168,418

Therefore,

The operating profit for September was $168,418.

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1. The number of students like Comedy in a class of 300 are 81.

2. The number of students like Action in a class of 400 are 72.

3. The number of students like Romance in a class of 350 are 49.

4. The number of students like Foreign in a class of 225 are 18.

5. The number of students like Horror in a class of 200 are 22.

6. The number of students like Science friction in a class of 175 are 14.

What is mean by Percentage?

A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.

Given that;

The pie chart is,

Comedy   27%

Action       18%

Romance  14%

Drama      14%

Horror      11%

Foreign    8%

Science    8%

Now,

1. The number of students like Comedy in a class of 300 are;

= 27% of 300

= 27/100 x 300

= 81

Thus, The number of students like Comedy in a class of 300 are 81.

2. The number of students like Action in a class of 400 are;

= 18% of 400

= 18/100 x 400

= 72

Thus, The number of students like Action in a class of 400 are 72.

3. The number of students like Romance in a class of 350 are;

= 14% of 350

= 14/100 x 350

= 49

4. The number of students like Foreign in a class of 225 are;

= 8% of 225

= 8/100 x 225

= 18

5. The number of students like Horror in a class of 200 are;

= 11% of 200

= 11/100 x 200

= 22

6. The number of students like Science friction in a class of 175 are;

= 8% of 175

= 8/100 x 175

= 14

Thus, 1. The number of students like Comedy in a class of 300 are 81.

2. The number of students like Action in a class of 400 are 72.

3. The number of students like Romance in a class of 350 are 49.

4. The number of students like Foreign in a class of 225 are 18.

5. The number of students like Horror in a class of 200 are 22.

6. The number of students like Science friction in a class of 175 are 14.

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Rectangular coordinates are x = -3.5 , y = 7[tex]\sqrt{3}[/tex]/2 by using the relation between rectangular and polar coordinates

What do you mean by rectangular coordinates?

Rectangular coordinates, commonly known as cartesian coordinates, are a way to represent graphs and show where points are located on a two-dimensional surface or in three-dimensional space.

The origin is the intersection of the two perpendicular axes that make up the Cartesian plane.

The xy plane is another name for the Cartesian plane.

Given polar coordinates are (-7,5π/3)

To change polar coordinates to recatngular coordinate use

x = rcosθ , y = rsinθ

here r = -7 and θ = 5π/3

x = -7cos5π/3 = -7 × 1/2 = -7/2 = -3.5

y = -7sin5π/3 = -7 × -[tex]\sqrt{3}[/tex]/2 = 7[tex]\sqrt{3}[/tex]/2

Therefore, rectangular coordinates are x = -3.5 , y = 7[tex]\sqrt{3}[/tex]/2

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The original price of desk bought by kevin is $780.

What is original price?

To calculate the initial worth of a reduced or sale item, you wish to grasp the sale worth and also the discount proportion. The calculations embody an easy formula that divides the sale worth by the results of one minus the discount in proportion form.

Main body:

Let the original price of desk be x.

After sale price of desk - $280.80

According to question, 36% of original price is what kevin bought it for.

So the equation formed is,

⇒36% of x = 280.80

⇒0.36*x = 280.80

⇒x = 280.80/ 0.36

⇒x = $780

Hence the original price of desk is $780.

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Step-by-step explanation:

the list of your answer options has a different sequence than the picture.

I assume the picture shows us the correct sequence.

the correct answer is

D : the y-values are all greater than our equal to 2

why ?

because the term in absolute value can only go down to 0 but not below. it is an absolute value after all : it is always positive (minimum 0), no matter what.

so, the minimum value of the function is 0 + 2 = 2. it cannot get lower than this.

The three ordered pairs that could be added to the set so that f remains a function is D) (-3, -2), (1, 6), and (2, 3)

We are told that the displayed set of ordered pairs represents a function f.

{(-5,3),(4,9),(3,-2),(0,6)}

We must determine which three ordered pairs can be added to the set while the function remains unchanged. It is a mapping between elements of two sets A and B, with each element of set A uniquely mapped to each element of set B.

Alternatively, we can say that each element has only one image. For D,(-3,-2),(1,6) and (2,3) (2,3)

The image of f -3 is -2.

The image of one is six.

3 is the image of 2

It is correct because each element has a unique image while maintaining the same function.

As a result, option D is correct.

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Complete question

The set of ordered pairs shown represents a function f. {(-5, 3), (4, 9), (3, -2), (0, 6)} Which three ordered pairs could be added to the set so that f remains a function? a. (-3, -2), (4, 0), and (0, -1) B) (1, 6), (2, 3), and (-5, 9) C) (4, 0), (0, -1), and (-5, 9) D) (-3, -2), (1, 6), and (2, 3)

Answer: 4.00

Step-by-step explanation:

If the q is 2.00 A to C is double the q. So, 2.00x2= 4.00.

Answer:

Step-by-step explanation:

Given is a parallelogram.

One of the properties of a parallelogram is its diagonals bisect each other.

It gives us:

Using the sum of exterior angle, the value of n is 11.

In the given question,

A hexagon has exterior angle measures of (7n + 3), (10n-17), (8n - 16), (4n+17), (-n + 16), and (5n - 6)°.

We have to find the value of n.

As we know that the sum of exterior angle of any polygon is equal to 360°.

As the given measures are (7n + 3), (10n-17), (8n - 16), (4n+17), (-n + 16), and (5n - 6)°.

So we can find the value of n by adding the all measures.

So the expression should be

(7n + 3) + (10n-17) + (8n - 16) + (4n+17) + (-n + 16) + (5n - 6)° = 360°

Simplifying the bracket.

7n + 3 + 10n-17 + 8n - 16 + 4n+17 - n + 16 + 5n - 6 = 360°

Solving the expression by solving the same term

(7n+10n+8n+4n-n+5n)+(3-17-16+17+16-6)= 360°

33n-3 = 360°

Add 3 on both side

33n-3+3 = 360°+3

33n = 357°

Divide by 33 on both side

33/33 n= 363°/33

n = 11

Hence, the value of n is 11.

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The equation that represents the length of the candle over time will be b = -0.25t.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

A 2 ¹/₂ inches candle torches in 10 hours.

Let 'b' be the length of the candle and 't' be the number of hours. Then the equation is given as,

b = -[(2 ¹/₂) / (10)]t

b = -0.25t

The equation that represents the length of the candle over time will be b = -0.25t.

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The simplified value of the above expression is 5.00248967e-19

we know,'^' this symbol means by times

[tex]3^{3}[/tex] =27

[tex]6^{6}[/tex] =46,656

27 multiplied by 46,656

[tex]27 \times 46,656 = 1,259,712[/tex]

[tex]1,259,712 ^{-3} = 5.00248967e-19[/tex]

if you want you can apply the BODMAS  system here.

it is just a fraction try to simplify it.

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The triangle in option (a) is an equilateral triangle in option (b) is isosceles and the triangle in option (c) is a scalene triangle.

A triangle is a 3-sided shape occasionally referred to as a triangle. Every triangle has three sides and three angles, some of which may be the same.

An equilateral triangle is a triangle whose all sides are equal.

As below the triangle in option (a) with the purple marks has all sides are same thus it will be equilateral.

An isosceles triangle is a triangle whose two sides are the same.

In option (b) triangle the (blue marked) has two equal sides thus it will be isosceles.

A scalene triangle is a triangle with all unequal lengths in option (c) (green mark) all sides are unequal.

Hence "The triangle in option (a) is an equilateral triangle in option (b) is isosceles and the triangle in option (c) is a scalene triangle".

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Answer:

1/2

Step-by-step explanation:

The number of students who wore School colors are 8/13. If, Ratio of  students who wore School colors to the number of students who didn't are given.

A ratio in mathematics is a comparison of two or more numbers that shows how big one is in comparison to the other. The dividend or number being divided is referred to as the antecedent, and the divisor or number that is dividing is referred to as the consequent. A ratio compares two numbers by division. A ratio in mathematics demonstrates how many times one number is present in another. For instance, if a dish of fruit contains eight oranges and six lemons, the ratio of oranges to lemons is eight to six. The ratio of oranges to the overall amount of fruit is 8:14, and the ratio of lemons to oranges is 6:8.

Given,

Ratio of  students who wore School colors to the number of students who didn't

8:5

Total number of student = 13

Number of students who wore school colors = 8/13

The number of students who wore School colors are 8/13. If, Ratio of  students who wore School colors to the number of students who didn't are given.

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The student pay initial fess of $20 and addition $10 per hour.

A line's slope is determined by how its y coordinate changes in relation to how its x coordinate changes. y and x are the net changes in the y and x coordinates, respectively. Therefore, it is possible to write the change in y coordinate with respect to the change in x coordinate as,

m = Δy/Δx

where, m is the slope

Given:

Plan 1:

students pay = $15 per hour.

Plan 2:

From the graph we can see that

slope= Rise/ Run = 10/ 1= 10

and, the graph line starts from 20.

Hence, the student pay initial fess of $20 and addition $10 per hour.

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Given the table on the total money earned, the type of association the scatter plot would represent is 2. A positive linear association

When two variables are said to have a positive linear association, it means that they move in the same direction together. When one of them increases, the other increases as well. It also means that they are increasing by a uniform amount. For instance, when one variable increases by 3, the other increases by 6, always.

The hours worked here are increasing as well as the money earned by Jacob. The hours worked is increasing by 1, and the money earned is increasing by 4. This is therefore a positive linear association.

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The equation of a line perpendicular to the line 2x - 5y = 5 is 10x + 4y = 3.

The equation of a line can be represented in slope intercept form as follows:

y = mx + b

where

The product of the slope of perpendicular lines is equals to negative 1.

Therefore, the slope of the equation 2x - 5y = 5.

Hence,

2x - 5y = 5.

2x - 5 = 5y

y = 2 / 5 x  - 1

Therefore, the slope is 2 / 5. Therefore, the slope of the equation will be - 5 / 2.

using

y = - 5 / 2 x + b

Hence, the equation is 10x + 4y = 3.

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Quadratic equation that passes through the points (-4,2) and (2,2) and a form a graph of horizontal line y =2.

Given,

Quadratic equation passes through the points (-4,2) and (2,2)

(x₁, y₁) =(-4,2)

(x₂ ,y₂) = (2,2)

Here,

(y - y₁) / (x - x₁) = (y₂ - y₁) / (x₂ - x₁)

⇒(y - 2) / (x + 4) = (2 -  2) / (2 + 4)

⇒ (y-2) / (x+4) =0

⇒y -2 =0

⇒y = 2

Quadratic equation formed from the given points (-4,2) and (2,2) is y =2.

Which represents the horizontal line and does not have any vertex.

Therefore, quadratic equation that passes through the points (-4,2) and (2,2) and a form a graph of horizontal line y =2.

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From the graph,

a. Friend runs at constant rate because of the straight line graph

b. the domain of the function representing your run 0 ≤ x ≤ 60

the domain of the function representing your friend's run 0 ≤ x ≤ 60

The graph of a straight line shows that the variables are constantly varying hence the graph that has a straight line which is your friend's graph is the graph at constant rate.

The domain is controlled by the x direction, it consist of all the values that the s coordinate ca get to

The graph shows that both you and your friend has similar x coordinate and will have same domain

The x coordinate from the beginning of the graph is at 0. At the end it is at at point 60

point 60 is not marked but reading the graph it can be deduced that the last line is point 60. hence the domain is 0 ≤ x ≤ 60

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The missing terms in the two column proof are;

Reason 4; Opposite Angles

Reason 5; AAS Congruency Postulate

From the given image, we want to use the two column proof to prove that ΔAEC ≅ ΔDEB.

Now, we have the two column proof as follows;

Statement 1; AC ║ BD

Reason 1; Given

Statement 2; AC ≅ BD

Reason 2; Given

Statement 3; ∠ACE ≅ ∠DBE

Reason 3; Alternate angles

Statement 4; ∠AEC ≅ ∠BED

Reason 4; Opposite Angles

Statement 5; ΔAEC ≅ ΔDEB

Reason 5; AAS Congruency Postulate

The final proof is AAS Congruency postulate because it has 2 congruent angles and the non-included congruent side.

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Answer:

The profit from selling 275 shirts is 3,995

Step-by-step explanation:

P= R-C

P=14x- (1,780+7x)

since we are producing 275 shirts substitute that for x

P=14(275)-1,780+7(275)

P=3850-1780+1925

P=2070+1925

P=3995

y = -2x is line parallel to given line.

What is line?

A line has length but no width, making it a one-dimensional figure. A line is made up of a collection of points that are endlessly stretched in the opposing directions.

Main body:

The slope-intercept form is

y=mx+b, where

m is the slope and b is the y-intercept.

y=mx+b

Using the slope-intercept form, the slope is −2.

m=−2

To find an equation that is parallel, the slopes must be equal. Find the parallel line using the point-slope formula.

Use the slope −2 and a given point (0,0) to substitute for

x₁ and y₁ in the point-slope form

y−y₁=m(x−x₁)

, which is derived from the slope equation

m=(y₂−y₁)/(x₂−x₁).

y−(0)=−2*(x−(0))

Simplify the equation and keep it in point-slope form.

y+0=−2⋅(x+0)

Solve for y.

y=−2x

Hence y = -2x is line parallel to given line.

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The expression r - 5√r+r² is a polynomial.

Mathematical expressions called polynomials have one variable and many exponents.

The algebraic expression must have all of its exponents be non-negative integers in order for it to be a polynomial. As a general rule, an algebraic expression isn't a polynomial if it contains a radical.

No part of an algebraic expression should be - Variables' square roots. variable powers that are fractional. variable powers that are negative. variables in any fraction's denominator.

Exponents, variables, and constants make up a polynomial. The amount of terms a polynomial has determines its name.

Polynomials come in various varieties. Monomial, binomial, and trinomial, respectively.

The idea of the graph of a polynomial equation was first introduced by René Descartes in La géometrie, published in 1637.

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The expression r-5√r+r² is a polynomial. A polynomial is made up of variables, constants, and exponents.

Polynomials are mathematical expressions with one variable and several exponents.

The algebraic expression is a polynomial if and only if all of its exponents are non-negative integers. In general, if an algebraic expression contains a radical, it isn't a polynomial.

An algebraic expression should not contain any square roots of variables. fractional powers that are changeable. variable powers with negative powers. variables in the denominator of any fraction.

A polynomial is made up of variables, constants, and exponents. A polynomial's name is determined by the number of terms it contains.

There are numerous types of polynomials. respectively a monomial, a binomial, and a trinomial.

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The probability that student will pass the test is 2/7.

So, the probability that the student will pass the test:

Probability Formula: P(E) = Favourable events/Total events

Now, calculate as follows:

Therefore, the probability that student will pass the test is 2/7.

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Answer:

$2.20

Step-by-step explanation:

6.6/3=2.2