Find m∠XYZ, best answer gets Brainliest

Given info:

all sides are equal in the given triangle

Given angles are 3y° and 2x°

→ 3y° = 2x° = 60°

→ 3y° = 60° and 2x° = 60°

→ y° = 60°/3 and x° = 60°/2

→ y° = 20° and x° = 30°

Therefore, x° = 30° and y° = 20°

Answer:-

The values of x = 30° and y = 20°

Key Knowledge:-

→ If all sides are equal in a triangle then it is an equilateral triangle

In an equilateral triangle,

→ all sides are equal.

→ all angles are equal.

→ all angles are equal to 60°

Hope this helps!!

Answer:Solution for 0.3(y-2)+0.4y=0.3y-0.6 equation:

0.3(y-2)+0.4y=0.3y-0.6

We move all terms to the left:

0.3(y-2)+0.4y-(0.3y-0.6)=0

We add all the numbers together, and all the variables

0.4y+0.3(y-2)-(0.3y-0.6)=0

We multiply parentheses

0.4y+0.3y-(0.3y-0.6)-0.6=0

We get rid of parentheses

0.4y+0.3y-0.3y+0.6-0.6=0

We add all the numbers together, and all the variables

0.4y=0

y=0/0.4

y=0

Answer:

(8-5)*(6+7+(8-6)+(7-5))

Step-by-step explanation:

By using the digits in a way of  (8-5)×(6+7+(8-6)+(7-5)) we get 51.

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

Given, we have to get a result of 51 using the digits  5, 6, 7, 8 and must use all of the numbers and only can use addition, subtraction, multiplication, or division this can be formed as,

51 = (8-5)×(6+7+(8-6)+(7-5))

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Answer

25

Step-by-step explanation:

100% - 75% = 25%

25/100 x 600 = 150 square feet

Answer:

using the formula

y= mx+ c

comparing these;

m= -5/8

when two lines are parallel they are always equal

so the slope of line k= -5/8

Step-by-step explanation:

PLS MARK BRAINLIEST

Answer:

1(x+1)^2

Step-by-step explanation:

Answer:

The answer is A

Step-by-step explanation:

Answer:

a. 18

b. 45

Step-by-step explanation:

The question states that 2/5 of the class are girls which means 3/5 are boys:

[tex]\frac{3}{5} = 27[/tex]

Divide this value by 3 to get the value of [tex]\frac{1}{5}[/tex]:

27 ÷ 3 = 9

Multiply this by 5 to find [tex]\frac{5}{5}[/tex], the total pupils in the class:

9 x 5 = 45

As the number of girls is [tex]\frac{2}{5}[/tex] of the total pupils:

9 x 2 = 18

So there are 18 girls in the class which has a total pupil size of 45.

Hope this helps!

Step-by-step explanation:

according to question of ⅖ are girls than ⅗ are boys

so let the number of girls be x

so,

→ ⅗ of x = 27

→ x = 27 × 5/3 = 9×5 = 45

→ x = 45

a ) 45 - 27 = 18

than no. of girls is 18.

b) thier are 45 students in total.

hope this answer helps you dear...take care and may u have a great day ahead!

............... that just 630

Answer:

75 cmmmmmmmmmmmmmmmmmm

Answer:do your self it is easy

Answer:

17

Step-by-step explanation:

3² + 2³

= 9 + 8

= 17

Answer:

3/2 can be written as 3*1/2.

Now in 3*1/2 apply PEDMAS

3*0.5

Now multiply 3 with 0.5

The answer is 1.5…

3/2 means half of a three that is 1.5…it is fraction form of 1.5…

Step-by-step explanation:

Answer:

1) 62.5

2) 50

3) 75

4) 100

Step-by-step explanation:

1)

Because it has a half-life of 25 days, half of it will decay after 25 days.

After [tex]25*4=100[/tex] days, there will be [tex](1/2)^{4}=1/2^{4}=1/16[/tex] of it left.

So, [tex]1000/16=\boxed{62.5}[/tex].

2)

Because it has a half-life of 25 days, half of it will decay after 25 days.

After [tex]25*3=75[/tex] days, there will be [tex](1/2)^{3}=1/2^{3}=1/8[/tex] of it left.

So, [tex]400/8=\boxed{50}[/tex]

3)

Because it has a half-life of 25 days, half of it will decay after 25 days.

After [tex]25*2=50[/tex] days, there will be [tex](1/2)^2=1/2^{2}=1/4[/tex] of it left.

So, [tex]300/4=\boxed{75}[/tex].

4)

The only answer left is [tex]\boxed{100}[/tex] grams. You can solve it the same way you solved the previous steps.

Answer:

83505

Step-by-step explanation:

It's already in the expanded form...

Answer:

√61

Step-by-step explanation:

(4,-2) - (-2,3) = (6,-5)

6^2 + (-5)^2  = 61

square root both sides to get 7.8

Answer:

Its really blurry, what does it say?

Step-by-step explanation:

a crab has a exoskeleton

Answer:

71/1000

Step-by-step explanation:

cause ik math and I really not smart at the.same time

0.071 as a fraction in the lowest term is [tex]\frac{71}{1000}[/tex]

0.071 in fraction is [tex]\frac{71}{1000}[/tex]

because 71 and 1000 don't have greatest common factor so the lowest term is also the same.

Therefore, 0.071 as a fraction in the lowest term is

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Answer:

infinite number of solutions

Step-by-step explanation:

4(z - 5) + 2 = 4z - 18 ← distribute and simplify left side

4z - 20 + 2 = 4z - 18

4z - 18 = 4z - 18 , which reduces to

0 = 0 ← a true statement

This indicates the equation has an infinite number of solutions

Answer:

Step-by-step explanation:

25.

Statement  / Reason

AB ≅ CD / given   (side)

<ABD ≅ <CDB /given (angle)

BD ≅BD / reflexive property (side)

ΔABD ≅ Δ CDB / SAS theorem of triangles congruency

26.

Statement  / Reason

< P ≅ < T / Given (angle)

PR ≅TR / Given (side)

< PRQ ≅< TRS / Vertical angles are congruent (angle)

ΔQPR ≅ΔSTR / ASA theorem of triangles congruency

28.

Statement  / Reason

AB ≅ ED / Given (side)

< A ≅ < D / Given (angle)

<ASB ≅ <DCE / Vertical angles are congruent (angle)

ΔABC ≅ΔDEC / SAA theorem of congruency

30.

Statement  / Reason

PS ≅ QR / Given (side)

PQ ≅ SR / Given (side)

PR ≅ PR / Reflexive propriety (the line segment is congruent with itself) (side)

ΔPSR ≅ ΔPQR / SSS theorem of congruency

31.

Statement  / Reason

< M ≅ < L / Given (angle)

MK ≅ LK / JN bisects ML  is given and by definition a line segment bisector forms two congruent parts. (side)

<MKJ ≅ <LKN / vertical angles are congruent (angle)

ΔMJK ≅ΔLNK / ASA theorem of triangles congruence

Answer:

-1/2, +1/4, -1/8, +1/16, -1/32, +1/64

Step-by-step explanation:

multiplying a negative by a negative makes it a positive. Multiplying a positive by a negative makes it a negative. The order will be negative, positive, negative, positive, negative, positive, etc.

Hope this helps!

Answer the answer is the third one

Answer:

f(x) = { x+9 x ≥ − 9

-x -9 x < -9

Step-by-step explanation:

6-11a>-49

-11a>-49-6

-11a>-55

a<5.

Now, according to the question, if it is

W = {0,1,2,3,4}

N = {1,2,3,4}

Z = {...,-2,-1,0,1,2,3,4}

5a+10≥-35

5a≥-35-10

5a≥-45

a≥-9.

Now, according to the question, if it is

W = {-9,-8,-7,-6,-5,-4,-3,-2,-1,01,2,3...}

Z = {-9,-8,-7,-6,-5,-4,-3,-2,-1,01,2,3...}

Now, according to your domain you will do it .

hope this helps you.

The image of the point (8, 6) dilated by a scale factor 1/2 is (4, 3)

The given point is (8, 6)

The scale factor of dilation = 1/2

To dilate a given point (x, y) by a scale factor m, multiply each of the coordinates (x, y) by m

The image = (mx, my)

For the point (8, 6) dilated by 1/2, the image will be calculated as shown below:

[tex](\frac{1}{2}\times 8, \frac{1}{2} \times 6)\\= (4, 3)[/tex]

The image of the point (8, 6) dilated by a scale factor 1/2 is (4, 3)

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Answer:

Step-by-step explanation:

the answers the second one.

Answer:

D

Step-by-step explanation:

the answer is d

Answer:

Five students wear glasses.

Step-by-step explanation:

20 percent of 25 is 5

We are given that 25 students in the class and 20% wear glasses.

Take 20% of 25 to calculate how many students wear glasses.

[tex]25 \times 20 \%=25 \times 0.20[/tex]

[tex]= 5[/tex]

5 students in class 2-11 wear glasses. Let me know if you have any questions, thanks!

Answer:

r ≤ 2 1/4

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Rewriting Fractions

Step-by-step explanation:

Step 1: Define

1 2/3 ≥ r - 7/12

Step 2: Solve for r

Rewrite:                    5/3 ≥ r - 7/12

Isolate r:                    9/4 ≥ r

Rewrite:                    r ≤ 9/4

Reduce:                    r ≤ 2 1/4

Here we see that any number r less than or equal to 2 1/4 will work as a solution to the inequality.

The equation x² - 4 = 0 and 4x² = 16 have roots of x = -2 and 2 so option 1st and 4th are correct.

Roots of an equation are the solution of that equation, since an equation consists of hidden values of the variable so to determine them by different processes and then the resultant is called roots.

For example root of x -4 = 0 is x = 4 so 4 will be the only root of this linear equation.

The number of roots of an equation depends on the degree of the equation for example number of roots of quadratic equation are 2.

Given the roots

01)

x = -2

square both sides

x² = 4

x² - 4 = 0

02)

x = 2

Square both sides

x² = 4

Multiply by 4 on each side

4x² = 16

Hence "The equation x² - 4 = 0 and 4x² = 16 have roots of x = -2 and 2".

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