What is the area of the rhombus shown below? ​

Answer:

∠HDG = 117°

∠FDG = 180°

Step-by-step explanation:

∠FDG:

Since ∠FDG is a straight line, it measures 180°. This is because every straight line measures 180°.

∠HDG:

∠HDG = ∠FDG - ∠FDH

∠HDG = 180° - 63°

∠HDG = 117°

[tex]\rule[225]{225}{2}[/tex]

Hope this helped!

9514 1404 393

Explanation:

For this purpose, we define your power function as ...

  f(x) = a·x^n

Most of the description here applies to any function. A "power function" is a special case of a polynomial function in that it only has one term. The parity of the exponent (even, odd) tells you whether the function is even or odd. As with any even or odd function, there will be a certain symmetry:

  f(-x) = f(x) . . . even function; symmetrical about the y-axis

  f(-x) = -f(x) . . . odd function; symmetrical about the origin

__

The coefficient of the function is the vertical scale factor. As with the vertical scale factor of any function, when it is negative, the function graph is reflected in the x-axis. When it increases in magnitude, points on the graph move farther from the x-axis; closer when it decreases.

__

A) The red graphs in the first attachment are graphs of f(x) = ax^2 for different values of 'a'. As described above, the graph is symmetrical about the y-axis.

B) The black graphs in the first attachment are graphs of f(x) = ax^3 for different values of 'a'. As described above, the graph is symmetrical about the origin.

C) As described above, when the coefficient is negative, the graph of the parent function is reflected across the x-axis. The dashed-line graphs in the first attachment are graphs of the function with a negative coefficient.

D) As described above, the coefficient is the vertical scale factor. Changing it stretches or compresses the graph vertically. The dotted red graph in the first attachment shows a vertical expansion; the dashed black graph shows a vertical compression (reduction in the coefficient magnitude).

__

The second attachment shows graphs with negative exponents. Otherwise, the graphs are scaled and reflected the same as they were in Part 1.

A) As described above, the graph is symmetrical about the y-axis.

B) As described above, the graph is symmetrical about the origin.

C) As described above, a negative coefficient causes the graph to be reflected across the x-axis.

D) As described above, the magnitude of the coefficient affects the distance of the graph from the x-axis. Increasing magnitude increases the distance; decreasing magnitude decreases the distance (proportionally).

Answer:

ox,-3

Step-by-step explanation:

This range contains 80 numbers (40 in 1-40, and another 40 in -39-0).

We have

S = 1 + 2 + 3 + … + 38 + 39 + 40

S = 40 + 39 + 38 + … + 3 + 2 + 1

==>   2S = (1 + 40) + (2 + 39) + … + (39 + 2) + (40 + 1)

==>   2S = 40 × 41

==>   S = 820

and

T = 0 + 1 + 2 + … + 37 + 38 + 39

T = 39 + 38 + 37 + … + 3 + 2 + 1

==>   2T = (0 + 39) + (1 + 38) + … + (38 + 2) + (39 + 0)

==>   2T = 40 × 39

==>   T = 780

The average of the numbers in this range is equal to the total divided by the amount of numbers in the range, so

average = (40 + 39 + … + 1 + 0 + (-1) + … + (-38) + (-39))/80

average = (S - T )/80

average = (820 - 780)/80

average = 40/80 = 1/2

Answer:

15

Step-by-step explanation:

3×9 =27

3×4= 12

27-12= 15

:) hope it helps

Answer:

x = 13

Step-by-step explanation:

one of the rules of logarithm (for all bases, by the way, not just e for ln) is

[tex]a \times ln(b) = ln( {b}^{a} ) [/tex]

so, we have

ln(3²) = ln(x-4)

=>

3² = x - 4

9 = x - 4

x = 13

Answer:

The answer is -6.

Step-by-step explanation:

2-3*(-6+4)=8

2−3

Answer:

D. On sale at 60% of the original price

Step-by-step explanation:

That just means they are taking off 40% off the original price.

I hope this helps!

pls ❤ and mark brainliest pls!

Step-by-step explanation:

Steps are in the picture above.

Step-by-step explanation:

hope you understand.

first simplify it by arranging correct signs then it's just subtraction or addition.

Answer:

1/6 + 1/2 = 1/6 + 3/6 = 4/6

SIMPLIFIED IS = 2/3

Step-by-step explanation:

A. [tex] \cos \: x - 4 \: \cos \: x \: { \sin}^{2}x[/tex] (first option)

➡️ [tex] \cos(x + 2x) [/tex]

➡️ [tex] \cos \: x \: { \cos}^{2} x - \sin \: x \: { \sin }^{2} x[/tex]

➡️ [tex] \cos \: x(1 - 2 \sin^{2}x) - \sin \: x \times 2 \sin(x) \cos(x) [/tex]

➡️ [tex] \cos(x) - 2 \sin^{2} x \cos(x) - 2 \sin^{2} x \cos(x) [/tex]

➡️ [tex] \cos(x) - 4 \cos(x) \sin^{2} x[/tex]

9514 1404 393

Answer:

  the correct answer is 47

Step-by-step explanation:

You are correct down to the part where you're adding the numbers.

  50 -10 +7 = 40 +7 = 47

__

The sign of the 7 is positive. The minus sign only applies to 10.

_____

Additional comment

Here, 50 -10 is an easy sum. Sometimes it is easier to add all the positive numbers, then subtract the sum of the negative numbers. Here, that would look like ...

  (50 +7) -(10) = 57 -10 = 47

Answer:

98765 is the greatest digit that can be formed using those numbers

Answer:

n1= -4

n2= 1

n3= 6

Step-by-step explanation:

the n column represents the numbers that are in n's place

eg n=1

n=2

n=3

5x1 - 9

5x2 -9

5x3 -9

Answer and Step-by-step explanation:

What this question wants you to do is fill out the right side (or the outputs) of the table.

To do this, plug in the value of n into the equation and solve.

n = n, 5n - 9

n = 1, 5(1) - 9 = -4

n = 2, 5(2) - 9 = 10 - 9 = 1

n = 3, 5(3) - 9 = 15 - 9 = 6

So, the values (in bold) should go into the table as so:

1    | -4

2   |  1

3   |  6

#teamtrees #PAW (Plant And Water)

I hope this helps!

Answer:

32.25

Step-by-step explanation:

For 40 gallons of gas = $86

For 1 gallon of gas = 86/40 = $2.15

For 15 gallons of gas = 15 x 2.15 = 32.25

Answer:

-13

Step-by-step explanation:

2a - 3, where a = -5

= 2(-5) - 3

= -10 - 3

= - 13

[tex]\huge\textsf{Hey there!}[/tex]

[tex]\huge\textsf{2a - 3}\\\\\huge\textsf{= 2(-5) - 3}\\\\\huge\textsf{= -10 - 3}\\\\\huge\textsf{= -13}\\\\\\\huge\textsf{Therefore, your answer is: \boxed{\mathsf{-13}}}\huge\checkmark\\\\\\\huge\textsf{Good luck on your assignment \& enjoy your day!}\\\\\huge\textsf{Amphitrite1040:)}[/tex]

Answer:

18

Step-by-step explanation:

x+11=3x-25

36=2x

x=18

Answer:

A    d = 5+2

Step-by-step explanation:

There are two more drummers than violinists

There are 5 violinists

5 + 2 = d

or in other words, d = 7

If my answer is incorrect, pls correct me!

If you like my answer and explanation, mark me as brainliest!

-Chetan K

Answer:

A: [tex]3\frac{1}{3}[/tex]

B: [tex]3\frac{2}{3}[/tex]

I hope this helps!

pls ❤ and mark brainliest pls!

Answer:

x ≠ -4, -1, 3

Step-by-step explanation:

12/(x^2+5x+4) = 8x/(5x-15)

12/((x+1)(x+4)) = 8x/(5(x-3))

division by zero is undefined

There are 3 answers to your question. x= -1 x= 3 x= -4

Answer:

all limits exist.

Step-by-step explanation:

plz see in the picture for more explaination.

Answer:

A

Step-by-step explanation:

7 less than m=m-7

multiplied by 3 = 3(m-7)

Answer:

Step-by-step explanation:

First,

7 less than m = m - 7

Then,

3 times the quantity of 7 less than m = 3 ( m - 7 )

Hence,

Req. expression is 3(m-7)

Answer:

[tex]number = x \\ \frac{x}{4} + 3 = 8 \\ \frac{x}{4} = 5 \\ x = 20 \\ thank \: you[/tex]

Answer:

[tex]let \: the \: number \: be \: x \: \\ then \: \\ \frac{x}{4} + 3 = 8 \\ \frac{x}{4} = 8 - 3 \\ \frac{x}{4} = 5 \\ x = 5 \times 4 \\ x = 20 \\ \: hence \: 20 \: is \: your \: answer \:hope \: it \: helped[/tex]

Answer:

P(blue)= 0.25 or 1/4

Step-by-step explanation:

On this spinner, each spot is the same size; therefore, there is a 1 in 4 chance that the spinner lands on blue. This is because there are 4 options but only one of them is blue. Then, if you want a decimal just divide 1 by 4. This equals 0.25. Additionally. If you wanted the answer as a percentage multiply the decimal by 100, so the percentage would be 25%.

Answer:

m = - [tex]\frac{1}{2}[/tex]

Step-by-step explanation:

( [tex]x_{1}[/tex] , [tex]y_{1}[/tex] )

( [tex]x_{2}[/tex] , [tex]y_{2}[/tex] )

m = [tex]\frac{y_{2} -y_{1} }{x_{2} -x_{2} }[/tex]

~~~~~~~~~

( 9 , - 5 )

( 1 , - 1 )

m = ( - 1 - ( - 5 ) ) / ( 1 - 9 ) = - [tex]\frac{1}{2}[/tex]

Answer:

2,100 people

Step-by-step explanation:

~Divide to find the number of people in fifths

3,500 / 5 = 700

~Multiply to find 2/5 of the total people

700 * 2 = 1,400

~Subtract to find the number of people against building the school.

3,500 - 1,400 = 2,100

Best of Luck!