The measures of two angles in ABC are 56 and 72.

What is the measure of A?

Answer:

Right

Step-by-step explanation:

Answer:

π

Step-by-step explanation:

The formula to find the area of a circle is πr^2. If we know that the radius is 1, we just have to substitute that for r:

π(1)^2

= π1

= π

Answer:

(3.5,3.5) are the coordinates of X

Answer:

(-3.5, -3)

Step-by-step explanation:

To get to point X, you have to travel -3.5 on the X-axis and -3 on the Y-axis. That means the answer is (-3.5, -3).

Answer:

I think its 20x - 2 because when u are given KJ or KL we need the measurement of x

Answer:

2log(base 5)x - 2log(base 5)4

Step-by-step explanation:

The expression which is equivalent to [tex]log_5[/tex] [tex][x/4]^2[/tex] is c) 2[tex]log_5[/tex] x-2[tex]log_5[/tex]  4.

The answer is c. 2[tex]log_5[/tex]  x - 2[tex]log_5[/tex]  4.

We can use the power rule of logarithms to simplify the expression [tex]log_5[/tex]  [tex][x/4]^2[/tex]. The power rule of logarithms states that [tex]log_a[/tex] [tex]b^c[/tex] = c[tex]log_a[/tex] b.

In this case, we have [tex]log_5[/tex]  [tex][x/4]^2[/tex] =[tex]log_5[/tex]  [tex](x/4)^2[/tex] = 2[tex]log_5[/tex]  (x/4).

We can then use the quotient rule of logarithms to simplify the expression further. The quotient rule of logarithms states that [tex]log_a[/tex] (b/c) = [tex]log_a[/tex] b - [tex]log_a[/tex] c.

In this case, we have 2[tex]log_5[/tex]  (x/4) = 2[tex]log_5[/tex]  x - 2[tex]log_5[/tex]  4.

Therefore, the equivalent expression to [tex]log_5[/tex]  [tex][x/4]^2[/tex] is 2[tex]log_5[/tex]  x-2[tex]log_5[/tex]  4.

The other expressions are not equivalent to [tex]log_5[/tex]  [tex][x/4]^2[/tex]. Option a is not equivalent because it has an extra [tex]log_5[/tex]  4 term. Option b is not equivalent because it has a [tex]log_5[/tex]  16 term. Option d is not equivalent because it does not have the -2[tex]log_5[/tex]  4 term.

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#SPJ2

Answer:

 [tex]\frac{4x^2y-5xy^2-11}{y}[/tex]  

Step-by-step explanation:

[tex]\frac{8x^2y^2-10xy^3-22y}{2y^2}[/tex]

[tex]=\frac{8x^2y-10xy^2-22y}{2y}[/tex]

[tex]=\frac{4x^2y-5xy^2-11}{y}[/tex]

[RevyBreeze]

21 yes im right brainly is brain

Answer/Step-by-step explanation:

Even if it not showing -8 on the number line we know that

-8 is in between -6 and -9 on the first number line.

For the second number line we can infer that -8 is in between -8.5 and -7.5.

Refer to picture below given for answer:

Answer: y = 31

Step-by-step explanation:

The equation of a line is y = mx+b

Plugging in the values, we get

y = 4*8 + (-1)

y = 32-1

y = 31

Answer:

if this is a fraction, then negative 5 over a⁶

Answer:

c. 7/10

Step-by-step explanation:

there are only 3 numbers from 1 to 10 which are multiples of 3. So you just subtract 3 from 10 to find those which are not multiples of 3.

So u get 7/10

Uh i dunno if i explained enough though

Answer:

( C ) Because U.S hospital admission has only 5% of Hospital-Acquired infections

Step-by-step explanation:

2 units downward and 1unit to the left

we know it costs $41 for 9 hours, how much will it be for 1 hour?

[tex]\begin{array}{ccll} \$&hours\\ \cline{1-2} 41&9\\ x&1 \end{array}\implies \cfrac{41}{x}=\cfrac{9}{1}\implies \cfrac{41}{x}=9\implies 41=9x \\\\\\ \cfrac{41}{9}=x\implies 4.56=x[/tex]

Answer:

i think its definition of slope , f-e= F -E AND SLOPE FROM P TO Q

Step-by-step explanation:

SORRY ABOUT THE CAPS...

Answer:

t = -1

Step-by-step explanation:

Solve:

-Chetan K

Answer:t=-1

Step-by-step explanation:

Answer: 9x^3 + 10x^2 - 5x + 12

Step-by-step explanation:

Answer: x=5

x=−5

Step-by-step explanation:

Answer: The numbers that would be highlighted are 5,10,15,20,25,30,35,40,45,50,55,60,65,70,75,80,85,90,95,100. They would be highlighted because they are divisible by 5. Only 5 would be a prime number because all the other numbers are divisible by 5 as well so they wouldn't only have 1 and themselves as a divisor.

Answer:

they are both bald???

they are both made like that?

they are both don't know anything :D

I don't know, not even search knowsss

Given Function is

Now , put the value of x = 8 in eqn ( 1 )

Now , put the value of x = 4 in eqn ( 1 )

From eqn ( 2 ) nd eqn ( 3 ) we get,

Hope Helps! :)

[tex]2cos(0.5x) sin(0.1x)[/tex]

[tex]#TryYourBest[/tex]

Answer:

$15348

Step-by-step explanation:

i = prt is the simple interest equation

i = 12,000(0.031) = 372

i = 372*9 = 3348

12000+3348 = $15348

Answer:

Step-by-step explanation:

I=PRT

I=12,000(3.1%)

I=12,000(0.031)=372

I=372*9=3348

The total interest paid is $3,348.

Here , we are provided with a table which shows 5 consecutive terms of an arithmetic sequence . But before solving further , let's recall that ;

The n'th term of a Arithmetic Sequence let's say it be [tex]{\sf T_n}[/tex] is given by ;

Where , d is the common difference

Now , here we are given with ;

[tex]{\quad \qquad \sf \blacktriangleright \blacktriangleright \blacktriangleright T_{1}=8 \: and \: T_{5}=-4}[/tex]

We have to find the 2nd , 3rd and 4th term respectively ,

Now , by using the above formula , 5th term can be written as ;

[tex]{: \implies \quad \sf T_{1}+(5-1)d=T_{5}}[/tex]

Putting the values and transposing 1st term to RHS , we have ;

[tex]{: \implies \quad \sf 4d = -4-8}[/tex]

[tex]{: \implies \quad \sf d=-\dfrac{12}{4}}[/tex]

[tex]{: \implies \quad \sf d=-3}[/tex]

Now , as we got the common difference , so we can find out the missing terms now ;

[tex]{: \implies \quad \sf T_{2}= T_{1}+(2-1)d}[/tex]

[tex]{: \implies \quad \sf T_{2}= 8 +d}[/tex]

[tex]{: \implies \quad \sf T_{2}= 8-3}[/tex]

[tex]{: \implies \quad \bf \therefore \: T_{2}= 5}[/tex]

Now

[tex]{: \implies \quad \sf T_{3}= T_{1}+(3-1)d}[/tex]

[tex]{: \implies \quad \sf T_{3}= 8 +2d}[/tex]

[tex]{: \implies \quad \sf T_{3}= 8-6}[/tex]

[tex]{: \implies \quad \bf \therefore \: T_{3}= 2}[/tex]

Also ,

[tex]{: \implies \quad \sf T_{4}= T_{1}+(4-1)d}[/tex]

[tex]{: \implies \quad \sf T_{4}= 8 +3d}[/tex]

[tex]{: \implies \quad \sf T_{4}= 8-9}[/tex]

[tex]{: \implies \quad \bf \therefore \: T_{4}= -1}[/tex]

Now , The given table can be written as ;

[tex]{\begin{array}{|c|c|c|c|c|c|}\cline{1-6} \bf n & \sf 1 & 2 & 3 & 4 & 5 \\ \cline{1-6} \bf T_{n} & \sf 8 & 5 & 2 & -1 & -4 \end{array}}[/tex]

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Given the data from the question, the 2nd, 3rd and 4th term of the sequence are:

This is a type of sequence which have common difference between each term. It is represent mathematically as:

Tₙ = a + (n – 1)d

Where

Tₙ is the nth term

a is the first term

n is the number of terms

d is the common difference

Tₙ = a + (n – 1)d

T₅ = 8 + (5 – 1)d

–4 = 8 + (4)d

Collect like terms

–4 – 8 = 4d

–12 = 4d

Divide both side by 3

d = –12 / 4

d = –3

Tₙ = a + (n – 1)d

T₂ = 8 + (2 – 1)(–3)

T₂ = 8 + (1)(–3)

T₂ = 8 – 3

T₂ = 5

Tₙ = a + (n – 1)d

T₃ = 8 + (3 – 1)(–3)

T₃ = 8 + (2)(–3)

T₃ = 8 – 6

T₃ = 2

Tₙ = a + (n – 1)d

T₄ = 8 + (4 – 1)(–3)

T₄ = 8 + (3)(–3)

T₄ = 8 – 9

T₄ = –1

Learn more about arithmetic sequence:

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Answer:

2708

Step-by-step explanation:

If there are 12 times as many students as professors all you have to do is divide the amount of students my 12 (32,500/12)

32,500/12 = 2708.3333 (3 keeps repeating)

Obviously there is not 0.333 repeating professors, cant have 0.3 of a professor so just round down to 2708

Answer:

B

Step-by-step explanation:

-3/5 isn't in the reciprocal column so it stays the same

-4 5/6 improper faction which is 29/6 flip it (since reciprocal) which is 6/29 division sign to Multiplication and done