The figure below suggests a number of lines and planes. The lines may be described by naming two points, and the planes may be described by naming three points. Use the figure to name the following. Many answers are possible. Three planes whose intersection is a line
> Give the genus of the object. If the object has a genus larger than 5, write “larger than 5.”
> Use the fact that 1yd3 equals 27 ft3 to make the conversion. 278.1 ft3 to cubic yards
> Give the genus of the object. If the object has a genus larger than 5, write “larger than 5.”
> Graph the solution set of the inequality, where x is a real number, on the number line. -4x (12
> (2). In a modulo m system, in addition to the m elements, there is also a(n) ________ operation. (4). In a modulo m system, the number m is called the _______ of the system. (6). To determine the value that 45 is congruent to in modulo 7, we _______ 45 b
> Use the fact that 1yd3 equals 27 ft3 to make the conversion. 15.75 yd3 to cubic feet
> Give the genus of the object. If the object has a genus larger than 5, write “larger than 5.”
> Determine the volume of the shaded region. When appropriate, use the key on your calculator and round your answer to the nearest hundredth.
> Give the genus of the object. If the object has a genus larger than 5, write “larger than 5.”
> Determine the volume of the shaded region. When appropriate, use the key on your calculator and round your answer to the nearest hundredth.
> Determine if the point is inside or outside the curve. Point D
> Determine the volume of the shaded region. When appropriate, use the key on your calculator and round your answer to the nearest hundredth.
> Determine if the point is inside or outside the curve. Point B
> Determine the volume of the shaded region. When appropriate, use the key on your calculator and round your answer to the nearest hundredth.
> (a) Name the polygon. If the polygon is a quadrilateral, give its specific name. (b) State whether or not the polygon is a regular polygon.
> Solve the system of equations graphically. If the system does not have a single ordered pair as a solution, state whether the system is inconsistent or dependent. x = 2 y = -1
> Determine the volume of the three dimensional figure. When appropriate, round your answer to the nearest hundredth.
> (a) Name the polygon. If the polygon is a quadrilateral, give its specific name. (b) State whether or not the polygon is a regular polygon.
> Determine the volume of the three dimensional figure. When appropriate, round your answer to the nearest hundredth.
> We use a scaling factor. Examine the similar triangles ABC and A(B(C( in the figure below.
> Determine (a) the volume and (b) the surface area of the three-dimensional figure. When appropriate, use the key on your calculator and round your answer to the nearest hundredth.
> Determine the measure of the angle. In the figure and l1 and l2 are parallel.
> Determine (a) the volume and (b) the surface area of the three-dimensional figure. When appropriate, use the key on your calculator and round your answer to the nearest hundredth.
> Determine the measure of the angle. In the figure, and l1 and l2 are parallel.
> Identify the figure as a line, half line, ray, line segment, open line segment, or half open line segment. Denote the figure by its appropriate symbol.
> Distances in Illinois A triangle can be formed by drawing line segments on a map of Illinois connecting the cities of Rockford, Chicago, and Bloomington (see figure below). If the actual distance from Chicago to Rockford is approximately 85.5 miles, use
> Use your intuition to determine whether the variation between the indicated quantities is direct or inverse. The number of workers hired to install a fence and the time required to install the fence
> Identify the figure as a line, half line, ray, line segment, open line segment, or half open line segment. Denote the figure by its appropriate symbol.
> Angles on a Picnic Table The legs of a picnic table form an isosceles triangle as indicated in the /
> Identify the figure as a line, half line, ray, line segment, open line segment, or half open line segment. Denote the figure by its appropriate symbol.
> Determine the length of the sides and the measures of the angles for the congruent quadrilaterals ABCD and A(B(C(D(. /
> Suppose you have three distinct lines, all lying in the same plane. Find all the possible ways in which the three lines can be related. There are four cases. Sketch each case.
> Determine the length of the sides and the measures of the angles for the congruent quadrilaterals ABCD and A(B(C(D(.
> If lines l and m are parallel lines and if lines l and n are skew lines, is it true that lines m and n must also be skew? (Hint: Look at Fig. 8.5 on page 439.) Explain your answer and include a sketch to support your answer.
> Determine the length of the sides and the measures of the angles for the congruent quadrilaterals ABCD and A(B(C(D(. The length of side
> (a) Will three noncollinear points A, B, and C always determine a plane? Explain. (b) Is it possible to determine more than one plane with three noncollinear points? Explain. (c) How many planes can be constructed through three collinear points? (d) Draw
> Find the length of the sides and the measures of the angles for the congruent triangles ABC and A(B(C(. m / A(C(B(
> Determine (a) the area and (b) the perimeter of the quadrilateral.
> What is the intersection of two distinct nonparallel planes?
> Find the length of the sides and the measures of the angles for the congruent triangles ABC and A(B(C(.
> Determine whether the statement is always true, sometimes true, or never true. Explain your answer. A triangle contains two obtuse angles.
> Find the length of the sides and the measures of the angles for the congruent triangles ABC and A(B(C(.
> Alternate exterior angles are supplementary angles. Determine whether the statement is always true, sometimes true, or never true. Explain your answer.
> Triangles ABC and DEC are similar figures. Determine the length of /
> A triangle contains exactly two acute angles. Determine whether the statement is always true, sometimes true, or never true. Explain your answer.
> Triangles ABC and DEC are similar figures. Determine the length of
> The figure below suggests a number of lines and planes. The lines may be described by naming two points, and the planes may be described by naming three points. Use the figure to name the following. Many answers are possible. A line and a plane whose int
> The figures are similar. Find the length of side x and side y.
> For each inequality, determine whether (-2, 4) is a solution to the inequality. (a) 4x - 2y < -10 (b) 4x - 2y (-10 (c) 4x - 2y >-10 (d) 4x - 2y ( -10
> The figures are similar. Find the length of side x and side y.
> The figure below suggests a number of lines and planes. The lines may be described by naming two points, and the planes may be described by naming three points. Use the figure to name the following. Many answers are possible. Two planes that intersect at
> The figures are similar. Find the length of side x and side y.
> The figure below suggests a number of lines and planes. The lines may be described by naming two points, and the planes may be described by naming three points. Use the figure to name the following. Many answers are possible. Two parallel lines
> (a) Determine the measure of an interior angle of the named regular polygon. (b) If a side of the polygon is extended, determine the supplementary angle of an interior angle. Dodecagon
> The angles are supplementary angles. Determine the measures of
> (a) Determine the measure of an interior angle of the named regular polygon. (b) If a side of the polygon is extended, determine the supplementary angle of an interior angle. Nonagon
> The angles are supplementary angles. Determine the measures of
> (a) Determine the measure of an interior angle of the named regular polygon. (b) If a side of the polygon is extended, determine the supplementary angle of an interior angle. Quadrilateral
> Graph the solution set of the inequality, where x is a real number, on the number line. x - 8 ( -9
> The angles are complementary angles. Determine the measures of
> Determine the sum of the measures of the interior angles of the indicated polygon. Icosagon
> The angles are complementary angles. Determine the measures of
> Determine the sum of the measures of the interior angles of the indicated polygon. Decagon
> Parallel lines are cut by the transversal shown. Determine the measures of
> Determine the sum of the measures of the interior angles of the indicated polygon. Heptagon
> Parallel lines are cut by the transversal shown. Determine the measures of
> Lines l1 and l2 are parallel. Determine the measures of 1
> Modeling—Supplementary Angles If
> Find the measure of x
> x + 2y = 6 x - y = -6 (-2, 4) (2, 2) (3, -9)
> Modeling—Complementary Angles The difference between the measures of two complementary angles is 22°. Determine the measures of the two angles.
> Find the measure of x
> Match the descriptions of the angles with the corresponding figure in parts (a)–(f). Alternate interior angles
> Identify the quadrilateral.
> Match the descriptions of the angles with the corresponding figure in parts (a)–(f). Corresponding angles
> Identify the quadrilateral.
> Match the descriptions of the angles with the corresponding figure in parts (a)–(f). Complementary angles
> Identify the quadrilateral.
> Determine the supplementary angle of the given angle. Answer: 180( -64
> Identify the triangle as (a) scalene, isosceles, or equilateral and as (b) acute, obtuse, or right. The parallel markings (the two small parallel lines) on two or more sides indicate that the marked sides are of equal length.
> The age of a car, up to 8 years old, and the value of a car Use your intuition to determine whether the variation between the indicated quantities is direct or inverse.
> Determine the supplementary angle of the given angle. 148.7°
> Identify the triangle as (a) scalene, isosceles, or equilateral and as (b) acute, obtuse, or right. The parallel markings (the two small parallel lines) on two or more sides indicate that the marked sides are of equal length.
> Determine the supplementary angle of the given angle. 134°
> Identify the triangle as (a) scalene, isosceles, or equilateral and as (b) acute, obtuse, or right. The parallel markings (the two small parallel lines) on two or more sides indicate that the marked sides are of equal length.
> Determine the complementary angle of the given angle. 0.01°
> Identify the triangle as (a) scalene, isosceles, or equilateral and as (b) acute, obtuse, or right. The parallel markings (the two small parallel lines) on two or more sides indicate that the marked sides are of equal length.
> Determine the complementary angle of the given angle.
> (a) Name the polygon. If the polygon is a quadrilateral, give its specific name. (b) State whether or not the polygon is a regular polygon.
> Determine the complementary angle of the given angle. 29(
> Use the figure to determine the following:
> Determine (a) the area and (b) the perimeter of the quadrilateral.
> Classify the angle as acute, right, straight, obtuse, or none of these angles.
> Match the given prefix with the one letter, a)–f), that gives the meaning of the prefix. Deka a) 1/100 of base unit b) 1/1000 of base unit c) 100 times base unit d) 1000 times base unit e) 10 times base unit f ) 1/10 of base unit
> Classify the angle as acute, right, straight, obtuse, or none of these angles.
> Match the given prefix with the one letter, a)–f), that gives the meaning of the prefix. Kilo a) 1/100 of base unit b) 1/1000 of base unit c) 100 times base unit d) 1000 times base unit e) 10 times base unit f ) 1/10 of base unit
> Classify the angle as acute, right, straight, obtuse, or none of these angles.
> Large and Small Numbers One advantage of the metric system is that by using the proper prefix, you can write large and small numbers without large groups of zeros. In Exercises 69–74, write an equivalent metric measurement without using any zeros. For ex
> Use the figure to determine the following.
> Large and Small Numbers One advantage of the metric system is that by using the proper prefix, you can write large and small numbers without large groups of zeros. In Exercises 69–74, write an equivalent metric measurement without using any zeros. For ex
