Math Is Fun Forum

Sorry for coming late. I have a lot of things going and it's kind of tough to keep up. For #3 & #4, my new answers are:
3. If angle 5 = 30° and angle 3 = 150°? I say E
A whatever
B maybe
C if you say so
D no
E yes
F none of the above

4. If angle 4 = 80° and angle 6 = 100°? I say D
A I do not think so
B oh no I forgot
C well spock says...
Dyes
E no
F none of the above

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No for questions #8 - #11, I'm not quite understanding what you are pointing out here. Here is some text I will quote from my studies that explained to me (NOTE: use the picture I first provided, as they are referring to that one):
"If two straight lines. AB and CD, are cut by a third line EF, then EF is called a transversal of AB and CD. You have already studied complementary and supplementary angles--if I say that angle 1 measures at 95°, then since a line must total 180°, you know that angle 2 must measure 85°. DO NOT EVER JUDGE THE SIZE OF AN ANGLE BY THE PICTURE!! If I tell you that lines AB and CD are parallel, even though they don't LOOK like they are parallel, then for every question I ask arguing that, you must pretend they are parallel. (This is a common test trick--drawings are almost never guaranteed to be accurate, they are usually meant ONLY as visual aids.) Still working with the picture of transversal EF above, there are things you can tell about the given angles if certain information is true. No matter what the measurements are, angles 3, 4, 5 and 6 are called interior angles, because they are in between lines AB and CD. Angles 1, 2, 7 and 8 are called exterior angles. Angles 3 and 6 are called alternate-interior angles, as are angles 5 and 4. Angles 2 and 6 are called corresponding angles, as are angles 1 and 5, angels 3 and 7, and angels 4 and 8.

Also regardless of the measurements, angles 1 and 4 will be the same size, as will angles 2 and 3, angles 5 and 8, and angles 6 and 7. More than that, if I tell you that AB and CD are parallel, then all corresponding angles will be the same size. (And the corresponding angles are ONLY the same size if the lines are parallel.) Thus by knowing the measurement of 1 angle in the group, you could name the measurements of all the angles in the picture."

Here is an example they gave I will also quote:
"EXAMPLE 1: If AB || CD, and the measure of angle 1 is 50°, then what is the measure of every other angle in the image in degrees?

We know angle 1 is 50. Since angle 1 is 50, we know angle 4 is 50. Since the lines are parallel, then all corresponding angles are equal, so angles 5 and 8 are both 50 as well. Since I know the degree measurement of a straight line is 180, I know that angle 2 must measure at 130 (angle 1 and angle 2 must equal a straight line); in the same way I can discover angles 3, 6 and 7 to measure at 130. I now know the measurement of all the angles."

So based on these texts I had made my answers. If I'm still wrong, please do explain because I'm not understanding anything! And I see quite the conversation you have had Bob with Shivamcoder3013. If you have any questions regarding with the school I am registered to, I would gladly like to help in answering.

Hi Bob,

This is the exact statement:
3. Write out the four logical forms of the statement: Cats make great pets.

This would be my Geometry course.

Now I know what you're saying, and I understand how that statement isn't correct. They also gave some "mathematical" examples. I'll put the statments based on the cats I made beside them as to show you how I used this and also the previous example (baseball players) as an example:

{p = cat | q = pet}

p=>q - If it’s a cat, then it’s a great pet.
q=>p - If it’s a great pet, then it’s a cat.
not p=>not q - If it’s not a cat, then it’s not a great pet.
not q=>not p - If it’s not a great pet, then it’s not a cat.

Sorry for my inactivity. I have been away for the last few days and had no technology in hand.

Hi Bob:
With your equation, I did the math and gor x = 40, so it will take 40 pounds of no-blue-grass seeds. Am I correct?

Hi Bob:
I redid it again:

Seed Weight      Blue Grass      Weight Other Seed
0%     x                     0.00              (x)(just x will go here I believe)
30%   80                   24              (56)
20%    x + 80            0.2(x+80)              (0.8)(x + 80)

Seed Weight      Blue Grass      Weight Other Seed
0%     x                     0.00              (x)(just x will go here I believe)
30%   80                   24              (0.30)(56)
20%    x + 80            16              (0.20)(x + 64)

So is this right then?

Hi Bobby:
So it would be 40m/a minute?

Hi Scientina:
I'm not too sure how t continue. Could you please help me a little on that?

Hi Bob:
Now how would I create tat chart? I was also wondering, did I do that chart correctly?

Wait, I think it just becomes x(-1)

27x^3(2x - 3) / 3x(3 – 2x)

(2x - 3) goes into (3 - 2x) -1 time. 3x goes into 27 9 times and takes down the ^3 to ^2 which makes it 9^2(-1)

-x + -9^2

Is that correct?

#5
[3(2x – 3) – x(2x – 3)] / (2x - 3)

First fraction:
3(2x - 3)/(2x - 3)
(2x - 3) goes into (2x - 3) 1 time.
3(1)

Second fraction:
x(2x - 3)/(2x - 3)
(2x - 3) goes into (2x - 3) 1 time.
x(1)

Answer:
3 - x

#6
[x2(5x + 6) – 3(5x + 6)] / (5x + 6)

First fraction:
x^2(5x + 6)/(5x + 6)
(5x + 6) goes into (5x + 6) 1 time.
x^2(1)

Second fraction:
3(5x + 6)/(5x + 6)
(5x + 6) goes into (5x + 6) 1 time.
3(1)

x^2 - 3

#7
[3x^2(2x - 3) + 27x^3(2x - 3)] / [3x(3 – 2x)]

This one seems a little confusing.

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I also have two more having some trouble with:

8. 15x^7 – 45x^5 / 3x4

19. (3x – 2)(x - 4) – (x - 4)(6 – 5x) / (4 – x)(8x – 1)

Glad to know I'm on the right track.
Second part of the equation:
3(x – 1)/( x - 1)

Same way, (x - 1) goes into (x - 1) 1 time making it 3(1).

So now the equation is:
2 + 3 and the final answer will be 5.

Am I correct?