MATHEMATICS HIGH SCHOOL

If 4 is added to three quarter of a number and the result is 1. Find the number.​

Answers

Answer 1
Answer:

Answer:

-4

Step-by-step explanation:

Letthenumber beX

According to Question,

4 + (3)/(4) x = 1

4 + (3)/(4) x - 4 = 1 - 4

(3)/(4) x = - 3

x = ( - 3 * 4)/(3)

x = ( - 12)/(3)

x = - 4

Hopethishelps...

Goodluck on your assignment...

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Estimate the solution of the equation x - 8.1=5.3 to the nearest whole number

Answers

Answer is about 13. i hope this helps.

Write the number 2.4 in the form a/b

Answers

Answer:

the answer is :

24/10

Step-by-step explanation:
Improper Fraction: (12)/(5)
Mixed Fraction: 2 (2)/(5)

Giving 100 points and 4 brainlist if right

Answers

Answer:

x = -2

Step-by-step explanation:

Step 1: Define

q(x) = 1/2x - 3

q(x) = -4

Step 2: Substitute and Evaluate

-4 = 1/2x - 3

-1 = 1/2x

-2 = x

x = -2

Step 3: Check

q(-2) = 1/2(-2) - 3

q(-2) = -1 - 3

q(-2) = -4
X=-2 is your answer good luck

5 with a exponent of 5

Answers

Answer:

3125

Step-by-step explanation:

5^5

= 5*5*5*5*5

= 25*5*5*5

=125*5*5

=625*5

=3125

Please like, rate 5 stars, give brainliest. Thanks.

Answer:

5^5=3125

Step-by-step explanation:

5^5\n\n=5*5*5*5*5\n\n=25*25*5\n\n=25*125\n\n=3125

Complementary, supplementary, adjacent, and vertical angles(Best answer with explanation gets brainliest)

Answers

Answer:

The information you provided appears to be a list of angles along with terms related to angles.

1. 29°: This is the measure of an angle. It represents an angle that is less than 90° and is called an acute angle.

2. J7: It is not clear what "J7" represents in this context. If you could provide more information or clarify its meaning, I would be happy to help.

3. 61°: This is another measure of an angle. It represents an angle that is less than 90° and is also called an acute angle.

4. یاب: "یاب" is a Persian word meaning "find" or "solve." In the context of angles, it is not clear what it refers to. If you have a specific question or problem related to angles, please provide more details so I can assist you further.

5. 45°: This is the measure of an angle. It represents an angle that is exactly half of a right angle and is called a right angle.

6. 2: It is not clear what "2" represents in this context. If you could provide more information or clarify its meaning, I would be happy to help.

7. 135⁰: This is another measure of an angle. It represents an angle that is greater than 90° but less than 180°. It is called an obtuse angle.

The terms mentioned in the list, such as "Complementary Angles," "Adjacent Angles," "Vertical Angles," and "Supplementary Angles," are concepts related to angles:

- Complementary Angles: Two angles are considered complementary if the sum of their measures is equal to 90°. For example, if one angle measures 30°, the other angle that makes it complementary would measure 60°.

- Adjacent Angles: Two angles are considered adjacent if they have a common vertex and a common side between them. In other words, they share a ray. For example, if you have a straight line and divide it into two angles at a point, those angles would be adjacent.

- Vertical Angles: Vertical angles are formed by two intersecting lines. They are opposite each other and have equal measures. For example, if two lines intersect and form four angles, the angles that are opposite to each other (across the intersection) are vertical angles.

- Supplementary Angles: Two angles are considered supplementary if the sum of their measures is equal to 180°. For example, if one angle measures 120°, the other angle that makes it supplementary would measure 60°.

If you have any specific questions about these concepts or would like further clarification, please let me know!

Answer:

1. Complementary.

2. Adjacent.

3. Vertical.

4. Supplementary.

Step-by-step explanation:

The options we have are complementary, supplementary, adjacent, and vertical angles. So we should probably start by explaining briefly what each  of these are.

Complementary angles are angles that when added together, equal 90°.

Supplementary angles are angles that when added together, equal 180°.

Adjacent angles are angles with a common side and a common vertex (they share a side and start from the same point).

Vertical angles are pairs of opposite angles made by two intersecting lines.

1. Let's look at the first option. We see two angles marked, 61° and 29°. Note that 61 and 29 add to 90. That means these angles must be complementary.

2. Let's look at the second option. We see two angles marked, 1 and 2. Note that the share a side (the line/arrow between them) and a vertex (they start from the same point. That means these angles must be adjacent.

3. Let's look at the third option. We see two angles marked, 1 and 2. Note that they are made by two intersecting lines and are located opposite each other. That means these angles must be vertical.

4. Finally, let's look at the second option. We see two angles marked, 45° and 135°. Note that 45 and 135 add to 180. That means these angles must be supplementary.

Children who have lost some baby teeth have better arithmetic skills than children who have not lost any baby teeth. In fact, the more baby teeth a child has lost, the better his/her arithmetic skills tend to be. Which of the following statements is most likely true?a. There is a correlation here, and improving arithmetic skills causes the loss of baby teeth.b. There is a correlation here, but there is not a direct causal relationship between losing baby teeth and arithmetic skills.
c. There is no correlation between arithmetic skills and losing baby teeth.
d. There is a correlation here, and losing baby teeth causes arithmetic skills to improve.

Answers

Answer:

B. There is correlation but no direct casual relation, but losing teeth and arithmetic skills.

Step-by-step explanation:

Given:

Correlation between lost of baby teeth and arithmetic skills.

Solution:

Correlation and causality concepts are so used here.

Correlation is the relationship between two variables to get or to predict information.

Correlation is not always causation.

So here the correlation is used to predict the arithmetic skills based on lost teeth.

i.e. More teeth lost more arithmetic skills.

Causality means change in one variable changes value of other variable.

So it gives direct causal relation between the variables.

Here they given relationship between the children lost teeth and arithmetic skills  to predict information.

But ,there no actual imply on correlation.

Arithmetic skills can also depends upon third variable.

Hence there is no direct causal relationship between them.
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