In the figure, ∆BAT ≅ ∆CAT. Which statement is true by CPCTC?










∠ABS ≅ ∠SCT
SB ≅ BC
BT ≅ CT
∠BAT ≅ ∠CTA

Answer:

y = 1/2x + 3

Step-by-step explanation:

y2 - y1 / x2 - x1

9 - 5 / 12 - 4 = 4/8 = 1/2

y = mx+b

slope/m = 1/2

y = 1/2x + b

5 = 1/2(4) + b

5 = 2 + b

3 = b

y = 1/2x + 3

The equation of the line passing through the points (4, 5) and (12, 9) is x - 2y = -6

From the question,

We are to determine the equation of the line passing through the points (4, 5) and (12, 9)

Using the formula,

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

From the given information

x₁ = 4

y₁ = 5

x₂ = 12

y₂ = 9

Putting the parameters into the formula, we get

[tex]\frac{y-5}{x-4} =\frac{9-5}{12-4}[/tex]

Then,

[tex]\frac{y-5}{x-4} =\frac{4}{8}[/tex]

[tex]\frac{y-5}{x-4} =\frac{1}{2}[/tex]

Then,

[tex]x - 4 = 2(y-5)[/tex]

[tex]x - 4 = 2y-10[/tex]

[tex]x -2y = -10 + 4[/tex]

[tex]x -2y = -6[/tex]

Hence, the equation of the line passing through the points (4, 5) and (12, 9) is x - 2y = -6

Learn more on determining the equation of a line here: https://brainly.com/question/18035751

Answer:

208

Step-by-step explanation:

If you multiply 2.08 by ten to the second power (100) Then you get 208

Scientific notations are the way through which a very small or a very large number can be written in shorthand.  The given expression can be written in the standard form as 208.

Scientific notations are the way through which a very small or a very large number can be written in shorthand.  In scientific notations when a number between 1 and 10s is multiplied by a power of 10.

For example, 6,500,000,000,000 can be written as 6.5e+12.

The given expression can be written in the form of an expression as shown below.

2.08 x 10²

= 2.08 × 100

= 208

Hence, the given expression can be written in the standard form as 208.

Learn more about Scientific notation here:

https://brainly.com/question/1740231

#SPJ2

-2(7-y)+4= -4

-14+2y =-4-4

-14 + 2y = -8

2y = -8+14

y = 6/2

y = 3

Answer:

Ben

Step-by-step explanation:

25 goodies = 20 minutes

27 goodies = 24 minutes

Let's use ratio, divide both of them by their minute

25/20 = 20/20

27/24 = 24/24

1.25 goodies = 1 minute

1.12 goodies = 1 minute

1.25 is bigger than 1.12.

Answer:Ben

Step-by-step explanation:

Answer:

D. $30.80

Step-by-step explanation:

8/100=0.08

0.08*24.80=1.984

1.984+24.80=26.78

15/100=0.15

0.15*26.78=4.017

4.017+26.78=30.80

Step-by-step explanation:

Given problem;

  Write the equation of the line with the given slope and y-intercept

 The equation of a line is expressed as;

          y  = mx + b;

   m is the slope and b is the y-intercept

7. m = -5, b = -6

   y  = mx + b

Input the parameters:

    y = -5x -6

8. m = 1, b = -4

   y = mx + b

Input the parameters:

   y = x - 4

9. m = 0.4, b = -9

    y = mx + b

Input the parameters:

    y = 0.4x - 9

10. m = 0, b = 3

     y = mx + b

Input the parameters:

    y = 3

Answer:

Slope of dotted lines: 1

Slope of reflection line:​ -1

Step-by-step explanation:

For the dotted lines, the rise up by one unit and run for one unit, thus their slopes are 1.

For the reflection line, it does the same thing as the dotted line, but instead of rising one unit, it goes down for one unit and runs for one unit, making its slope -1.

Answer:

Thank you ☺️☺️

Answer:

red line shown is how to graph x = -1

Step-by-step explanation:

Answer: d = a - c/b

Plz  mark brainliest:)

Answer:

a.   y = -2x + 7

b.   y = -⅔x + 4

c.   y = ⅔x - 7/6

Plz mark brainliest:)

Answer:

The cost will be the same for 2 club members as for 1 non-member.

Step-by-step explanation:

There will never be a number of tickets where the price for a given number of club members is the same for the same number of non-members.

However, if two club members purchase tickets, their cost is 2($3) = $6.

If one non-member purchases a ticket, the cost is 1($6) = $6.

Answer:

ouch math keeps getting harder and harder every time!

Step-by-step explanation: sorry ik this aint

wat u looking for

Answer:

10 months

Step-by-step explanation:

30x = 22x + 80

8x = 80

x = 10

Answer:

B. false

Step-by-step explanation:

The left side  4  does not equal to the right side  9 , which means that the given statement is false.

Answer:

8-6+-2

Step-by-step explanation:

Answer:

270mi

Step-by-step explanation:

5.4/2 = 2.7

2.7 * 100 = 270

Answer:

1 and 4/5 mile or 1.8 miles

Step-by-step explanation:

You would multiply 3/5 by 3 because in 1/3 day she can walk 3/5 miles, you want to find out how much she can walk in a day! Hope this helps! If you liked this answer, a brainliest would much be appreciated!

Answer:

9/5 i believe ( or 1 4/5 )

Step-by-step explanation:

multiply 3/5 by 3, since 1/3 is only a part of the day

( im sorry if this is wrong :( )

Answer:

Building gold barn takes more time

Step-by-step explanation:

Time to harvest magic flowers = 5/6 of a minutes

Time to build a gold barn = 5 / 6 of an hour

1 hour = 60 minutes

Time to build a gold barn = 5 / 6 of 60 minutes

= 5/6 × 60 minutes

= 50 minutes

= 50 minutes × 60 seconds

= 3,000 seconds

Time to harvest magic flowers = 5/6 of a minutes

1 minutes = 60 seconds

= 5/6 × 60 seconds

= 50 seconds

Building gold barn takes more time

Answer:

$41,500

Step-by-step explanation:

In order to find net worth you must subtract the persons liabilities from the persons assets. Therefore, $113,000 - $71,500 = $41,500.

Hope this helps! Have an excellent day mate!

Answer:

-5, -6, -7, -8, -9, -10, -11

Step-by-step explanation:

Answer:

Step-by-step explanation:

2x+9<o

x>-12

Answer:

( -1 , 0.5)

Step-by-step explanation:

Answer: 13% increase?

Step-by-step explanation: 19-6=13 which means it would be 1.13 the original amount?

Answer:

1.13

Step-by-step explanation:

A 6% decrease would be 0.94 and a 19% increase after that would be 1.13

Answer:

$11.50 per CD

Step-by-step explanation: u have to make 5 into 1, thats divinding. Then u divide $57.50 by 5, there's your unit price :)

Answer:

(A) Convert 20% to a decimal.

(B) Multiply: 0.2 × 124 = 24.8

(D) Subtract: 124 – 24.8 = 99.2

Step-by-step explanation:

Given parameters:

 Number of strikeouts last year = 124

  Percent reduction  = 20%

Unknown:

Number of strikeouts this year =?

Solution:

To find the number of strikeout this year,

   Convert 20% to a decimal   = [tex]\frac{20}{100}[/tex]  = 0.2

Now; Multiply: 0.2 × 124  = 24.8

The number of strikeouts this year = 124 - 24.8  = 99.2

Answer:

5,200

Step-by-step explanation:

Answer:

5,000

Step-by-step explanation:  Think back to your elementary days: how did you learn to round numbers? Chances are, your teacher taught the class how to round up or down from the number 5. In other words, if the last number is below five, you might round it down, and if it’s above, it gets rounded up.  

In fact, there are a whole plethora of rounding rhymes that can easily be found on the internet. Complete a quick Google search, and you might find something like, “5 and above, give it a shove! 4 and below, let it go!”. While these sayings might seem like a great solution to help kids quickly learn to solve problems, how do children know what place value they are rounding to?  

kids with scores

Before the current Common Core or individual state standards were established, mathematics was often taught by encouraging students to memorize facts and learn tricks to complete problems. Rounding is no exception, as many educators have encouraged kids to use rhymes like those described above. Needless to say, it doesn’t teach a child the underlying concept itself.  

Below we’ll explore exactly why teaching math tricks don’t work, even if it helps students to arrive at a correct answer. Then, keep reading to discover 7 of the best ways to teach rounding numbers.  

Why Getting Answers Correct is Not Enough

As mentioned above, teaching kids tricks or “hacks” to complete math problems can sometimes be helpful, it doesn’t help your child understand the mathematical concept behind the skill. For kids, teaching them to think about the number 5 and round up or down can help them arrive at the right answer, but they aren’t thinking about place value when they use the trick. So, if children are completing a rounding activity, they don’t know if they should round to the nearest ten or hundred. In fact, they might not know why they’re rounding up or down at all!  

Answer:um this is hard i will give you the answer give me a sec

Step-by-step explanation:

Answer:

n=-3

Step-by-step explanation:

Look at the attachment below

Hope this helps (:

Answer:

your y= is

y−intercept=−  1 /3  =−3.00000

Step-by-step explanation:

Answer:

[tex]y = - 2x + 5[/tex]

Step-by-step explanation:

Simply simplify the equation from what it is to the slope intercept format:

[tex]y = mx + b[/tex]

Step-by-step explanation:

Hey there!

We know;

The slope intercept form of equation is;

y = mx+c

So, let's try to take it in this form.

(y-1) = -2(x-2)

Multiply -2 and (x-2)

(y-1) = -2x + 4

Take '-1' to right side.

y = -2x+4+1

y = -2x+5

Therefore, the equation is y = -2x+5.

Hope it helps...