can somebody please do this with proof?​

The names of the terms stated on the circle are radius = DB, chord = GE, tangent = IF and point of tangency = H

A radius is a line segment that connects the center of a circle to any point on the circle's circumference.

So, the radius is DB

A chord is a line segment that connects two points on the circumference of a circle.

So, the chord is GE

A tangent is a line that intersects a circle at exactly one point, called the point of tangency.

So, the tangent is IF and the point of tangency is H

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The required expression equal to [tex]$\csc\left(\frac{4\pi}{9}\right)$[/tex] using a cofunction is: [tex]\begin{equation}\frac{1}{\cos\left(\frac{5\pi}{18}\right)}\end{equation}[/tex]

Trigonometry is the study of angles and the angular relationships between planar and three-dimensional figures. The cosecant, cosine, cotangent, secant, sine, and tangent are the trigonometric functions—also known as the circular functions—that make up trigonometry.

The cofunction of sine is cosine, which means:

[tex]$\begin{equation}\csc(\theta) = \frac{1}{\sin(\theta)} = \frac{1}{\cos\left(\frac{\pi}{2}-\theta\right)}\end{equation}[/tex]

Therefore, we can express [tex]$\csc\left(\frac{4\pi}{9}\right)$[/tex] as:

[tex]$\begin{equation}\csc\left(\frac{4\pi}{9}\right) = \frac{1}{\sin\left(\frac{4\pi}{9}\right)} = \frac{1}{\cos\left(\frac{\pi}{2}-\frac{4\pi}{9}\right)}\end{equation}[/tex]

Simplifying the argument of the cosine function:

[tex]$\begin{equation}\frac{\pi}{2}-\frac{4\pi}{9} = \frac{5\pi}{18}\end{equation}[/tex]

Substituting this back into the equation, we get:

[tex]$\begin{equation}\csc\left(\frac{4\pi}{9}\right) = \frac{1}{\cos\left(\frac{5\pi}{18}\right)}\end{equation}[/tex]

Therefore, an expression equal to [tex]$\csc\left(\frac{4\pi}{9}\right)$[/tex] using a cofunction is:

[tex]\begin{equation}\frac{1}{\cos\left(\frac{5\pi}{18}\right)}\end{equation}[/tex]

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Answer:

(i) log 1 base 2 = log_{2} 1 =1.30103

Step-by-step explanation:

pl z give me brainliest i don't have any

Selecting the first tile (1st) and selecting the secοnd tile (2nd) are independent events.

The prοbability οf selecting an even number οn a single draw is 2/5 οr 0.4, as there are twο even numbers (2 and 4) οut οf a tοtal οf five pοssible numbers.

Since the events are independent, the prοbability οf selecting an even number οn bοth draws is the prοduct οf the prοbabilities οf selecting an even number οn each draw:

P(bοth even) = P(even οn first) × P(even οn secοnd) = 0.4 × 0.4 = 0.16

Sο the prοbability that the numbers οn bοth tiles are even is 16%.

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This information can be used to understand the performance of the students and Evaluate their scores in relation to the overall group.

Suppose that the distribution of scores of 1,000 students who take a standardized intelligence test is a normal distribution. In this scenario, the distribution's mean is 470 and its standard deviation is 10.

A normal distribution, also known as a Gaussian distribution or bell curve, is a symmetric distribution where the majority of the data falls around the mean value. In this case, the mean score is 470, which represents the average intelligence score for the 1,000 students. The standard deviation, which is 10 in this case, measures the dispersion or spread of the data around the mean.

To interpret the scores, we can use the empirical rule, which states that approximately 68% of the data falls within one standard deviation of the mean, 95% within two standard deviations, and 99.7% within three standard deviations.

Applying this rule:
- About 68% of the students scored between 460 (470-10) and 480 (470+10).
- Approximately 95% of the students scored between 450 (470-2*10) and 490 (470+2*10).
- Around 99.7% of the students scored between 440 (470-3*10) and 500 (470+3*10).

This information can be used to understand the performance of the students and evaluate their scores in relation to the overall group.

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Answer:

the diver will reach the surface of the water after 1/4 seconds.

Step-by-step explanation:

To find when the swimmer reaches the surface of the water, we need to set h(t) to zero since the surface of the water is at a height of zero feet.

0 = t - 4t^2

Simplifying the equation, we get:

4t^2 = t

4t^2 - t = 0

t(4t - 1) = 0

So, either t = 0 (which corresponds to the initial time when the swimmer is at the surface) or 4t - 1 = 0. Solving for t, we get:

4t - 1 = 0

4t = 1

t = 1/4

Therefore, the diver will reach the surface of the water after 1/4 seconds.

On solving the provided question we cans ay that Thus the probability that Capt. Rigg will wait at least 5 minutes to land the plane following the announcement is 1 - 0.5 = 0.5.

Probability is a measure of how likely an event is to occur. It is represented by a number between 0 and 1, with 0 representing a rare event and 1 representing an inescapable event. Switching a fair coin and coin flips has a chance of 0.5 or 50% because there are two equally likely outcomes. (Heads or tails). Probabilistic theory is an area of mathematics that studies random events rather than their attributes. It is applied in many fields, including statistics, economics, science, and engineering.

probability Capt. Rigg has at least 5 minutes after the announcement to land the plane, which is equal to the area under the probability density function of the uniform distribution ranging from 5 to 25 minutes. A uniform distribution's density function on the interval [a, b] is f(x) = 1/(b-a) for an x b and f(x) = 0 otherwise.

Because a = 5 and b = 25 in this case, the density function is f(x) = 1/20 for 5 x 25, and f(x) = 0 otherwise. From 5 to 25, the area covered by this function is:

dx = [5,25] 1/20 dx = [x/20] from 5 to 25 = (25-5)/20 = 1.

Thus the likelihood that Capt. Rigg will wait at least 5 minutes to land the plane following the announcement is 1 - 0.5 = 0.5.

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Since each birth is independent and the probability of giving birth to a boy or a girl is equal, the probability of giving birth to a boy is 0.5, and the probability of giving birth to a girl is also 0.5.

The probability of the first baby being a boy is 0.5. The probability of the second baby also being a boy is also 0.5, since the gender of one baby does not affect the gender of the other.

The probability of both events occurring together (i.e., the probability of having two boys in a row) is equal to the product of their probabilities. Thus, the probability of having two boys in a row is 0.5 x 0.5 = 0.25 or 25%.

Since simultaneous births do not happen (i.e., babies are born one after another), the probability of the first two babies that are born being boys is the same as the probability of any two specific babies being boys. Therefore, the probability of the first two babies being boys is 0.25 or 25%.

Note that the fact that 8 out of the 17 mothers will give birth to girls is irrelevant to this particular probability problem, since we are only interested in the probability of two specific babies being boys.

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Answer:

1 The total distance Jane travels biking and running is the hypotenuse of a right triangle with legs 16 miles and 12 miles. Using the Pythagorean theorem, we can find this distance:

distance = sqrt(16^2 + 12^2) = sqrt(256 + 144) = sqrt(400) = 20 miles

So Jane travels a total of 20 miles.

2 The distance Jane's trainer bikes is the distance from the health club to the point where he meets Jane. Let's call this distance x. We can represent this with the following right triangle:

css

Copy code

        A (health club)

        |

        |

        | x

        |

        |

B (meeting point)

where A and B are points on a coordinate plane, and the x-axis represents the direction Jane runs.

Using the Pythagorean theorem, we can write:

x^2 + 12^2 = d^2

where d is the distance from the health club to the end of Jane's run. We know that d = 20, so we can substitute:

x^2 + 12^2 = 20^2

3. Solving for x:

x^2 + 144 = 400

x^2 = 256

x = sqrt(256) = 16

So Jane's trainer bikes 16 miles.

4 Jane travels 20 - 16 = 4 miles farther than her trainer.

Step-by-step explanation:

A semicircle has been cut out of a rectangular paperboard that is 20 inches long and 12 inches broad, as seen below. After the semicircle is taken out, the paperboard's remaining perimeter is 34.58 inches.

The paperboard has a length of 20 inches and a width of 12 inches. A semicircle is cut out of it, which means we need to find the perimeter of the remaining part.

The diameter of the semicircle is equal to the width of the paperboard, which is 12 inches. So, the radius of the semicircle is half of the diameter, which is 6 inches.

The perimeter of the remaining part will be the sum of the length of the paperboard and the two straight sides of the semicircle.

The length of the paperboard is 20 inches, and the two straight sides of the semicircle are equal to the diameter of the semicircle, which is 12 inches. So, the perimeter of the remaining part is:

P = 20 + 12 + 12 = 44 inches

However, we also need to subtract the length of the curved part of the semicircle from the perimeter. The length of the semicircle can be found using the formula:

C = πr

where C is the circumference of the semicircle and r is the radius.

Since we have a semicircle, we need to divide the circumference by 2. So, the length of the curved part of the semicircle is:

C/2 = (π x 6) / 2 = 9.42 inches (rounded to two decimal places)

Therefore, the perimeter of the remaining part is:

P = 44 - 9.42 = 34.58 inches (rounded to two decimal places)

So, the perimeter of the remaining paperboard is 34.58 inches.

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Trigonometry is a branch of mathematics that deals with the relationships between the sides and angles of triangles. It has many real-world applications such as in (engineering, architecture, and navigation.)

15. One application of trigonometry is in determining the height of a building. This can be done by measuring the angle of elevation from a known distance away from the building and using trigonometric functions to find the height.
16. Another application of trigonometry is in surveying land. Surveyors use trigonometry to measure distances and angles between different points on a piece of land, which helps them create accurate maps and boundary lines.
17. Trigonometry is also used in physics to calculate the motion of objects that move in a circular or oscillatory motion, such as a pendulum or a rotating wheel.
18. Finally, trigonometry is used in astronomy to calculate the position and movement of celestial bodies. Astronomers use trigonometric functions to measure the distance between stars and galaxies

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Answer: 30 inches

Step-by-step explanation:

Length x Width x Height

Your length is 2, your height is 3 and your width is 5. So this means 2x3x5.

2 times 5 equals 10. 10 times 3 equals 30. Your answer is 30! Hope this helps you!

The mixed number 1 4/10 can be decomposed as 14/10 or 1 2/5.

We may use the fact that a mixed number combines a whole number and a correct fraction to deconstruct the mixed number 1 4/10 in two different ways. So, the mixed number 1 4/10 can be represented as follows:

1 4/10 = 1 + 4/10

The sum of two fractions with a common denominator can be used to decompose this mixed number. This can be accomplished by changing the whole number 1 to a fraction with the same denominator as the fraction 4/10:

1 4/10 = 1 + 4/10 = 10/10 + 4/10 = 14/10

The sum of a whole number and a fraction that is less than one can be used to further break down this mixed number. In order to achieve this, we can take one out of the mixed number and express the resulting fraction in the simplest words possible:

1 4/10 = 1 + 4/10 = 1 + (4/10)/(10/10) = 1 + 2/5 = 1 2/5

The mixed number 1 4/10 can be broken down into 14/10 or 1 2/5 as a result.

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By answering the presented question, we may conclude that As a result, equation the new total value of all eight pieces, after the 10% rise, is R132.

In mathematics, an equation is a statement that states the equivalence of two expressions. An equation is made up of two sides separated by an algebraic equation (=). For example, the argument "2x + 3 = 9" contends that the phrase "2x Plus 3" equals the number "9." The purpose of equation solving is to identify the value or values of the variable(s) that will make the equation true. Simple or complicated equations, regular or nonlinear, with one or more components are all possible. For example, in the equation "x2 + 2x - 3 = 0," the variable x is raised to the second power. Lines are utilized in many areas of mathematics, including algebra, calculus, and geometry.

Multiply the current total value by 1.1 to boost the overall total value of all eight components by 10%.

To begin, compute the current total value of all eight parts:

R16 + R24 + R30 + R18 + R12 + R10 + R16 + R14 = Total value

R120 is the total value.

Let us now boost the total amount by 10%:

Total new value = R120 x 1.1

R132 is the new total value.

As a result, the new total value of all eight pieces, after the 10% rise, is R132.

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Answer: We can use the double angle identity for tangent, which states that:

tan(2θ) = 2tan(θ) / (1 - tan²(θ))

to simplify the expression.

Let θ = 6 degrees, then we have:

tan(2θ) = tan(12 degrees)

tan(2θ) = 2tan(θ) / (1 - tan²(θ))

tan(12 degrees) = 2tan(6 degrees) / (1 - tan²(6 degrees))

We can use the tangent half-angle identity to find tan(6 degrees), which states that:

tan(θ/2) = sin(θ) / (1 + cos(θ))

Letting θ = 12 degrees, we get:

tan(6 degrees) = sin(12 degrees) / (1 + cos(12 degrees))

We can then use the double angle identity for sine, which states that:

sin(2θ) = 2sin(θ)cos(θ)

to simplify sin(12 degrees). Letting θ = 6 degrees, we get:

sin(12 degrees) = 2sin(6 degrees)cos(6 degrees)

We can use the half-angle identity for cosine to find cos(6 degrees), which states that:

cos(θ/2) = √((1 + cos(θ)) / 2)

Letting θ = 12 degrees, we get:

cos(6 degrees) = √((1 + cos(12 degrees)) / 2)

Substituting these values into the original expression, we get:

tan(12 degrees) = 2tan(6 degrees) / (1 - tan²(6 degrees))

tan(12 degrees) = 2(sin(12 degrees) / (1 + cos(12 degrees))) / (1 - (sin²(12 degrees) / (1 + cos(12 degrees))²))

tan(12 degrees) = 2(2sin(6 degrees)cos(6 degrees) / (1 + cos(12 degrees))) / (1 - (4sin²(6 degrees)cos²(6 degrees) / (1 + cos(12 degrees))²))

tan(12 degrees) = (4sin(6 degrees)cos(6 degrees)) / (1 + cos(12 degrees) - 4sin²(6 degrees)cos²(6 degrees))

This is the simplified expression using the double angle identity.

Step-by-step explanation:

Answer: x=1, y=-6

Step-by-step explanation:

YESSIR

Allison can make 1648 bookmarks with 412 feet of fabric.

First of all, the total length of fabric, and the length of each bookmark have different units.

Therefore, we convert fabric length into inches.

∵ 1 foot = 12 inches

∴ 412 feet = 412 × 12 inches

                 = 4944 inches.

Now,

length of each bookmark = 3 inches (given)

Total length of fabric in inches = 4944 inches

∴ Total number of bookmarks = 4944 ÷ 3

                                                  = 1648

Hence we find that the total number of bookmarks that Allison can make from 412 feet of fabric is 1648.

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Megan earned £158,900 before tax last year. Her total tax bill was £53,205, which was calculated by finding the tax on each part of her earnings within different tax brackets and adding them up.

A rate is a measure of how one quantity changes in relation to another quantity. It is usually expressed as a ratio of two different units, such as miles per hour or dollars per pound. Rates can be used to compare different values and to make predictions about future outcomes. Common examples of rates include interest rates, exchange rates, and tax rates.

To calculate Megan's tax bill, we need to find the tax on each part of her earnings that falls within the different tax brackets, and then add them up.

For the first £11,000 of Megan's earnings, there is no tax.

For the next £32,000 of Megan's earnings (from £11,001 to £43,000), the tax rate is 20%, so the tax on this portion of her earnings is:

0.2 x 32,000 = £6,400

For the next £107,000 of Megan's earnings (from £43,001 to £150,000), the tax rate is 40%, so the tax on this portion of her earnings is:

0.4 x 107,000 = £42,800

For the portion of Megan's earnings over £150,000, the tax rate is 45%, so the tax on this portion of her earnings is:

0.45 x 8,900 = £4,005

Therefore, Megan's total tax bill is:

£6,400 + £42,800 + £4,005 = £53,205

So, Megan paid £53,205 in total tax for the last year.

Therefore, Megan earned £158,900 before tax last year. Her total tax bill was £53,205, which was calculated by finding the tax on each part of her earnings within different tax brackets and adding them up.

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The simplified expression is: √602755 = 776.372977

What do you mean by term Square root ?

The square root of a number is a value that, when multiplied by itself, gives the original number. It is denoted by the symbol √, which is called the radical symbol. For example, the square root of 16 is 4 because 4 multiplied by 4 equals 16. The square root of a non-negative number is always a non-negative number.

Assuming

(890 / 5621) / 56 + 8987 x 67 - sqrt(x)

where x is some unknown value, we can simplify the expression as follows:

First, we can simplify the division:

(890 / 5621) / 56 = 0.000281

Then we can substitute this value into the expression and simplify the multiplication:

0.000281 + 8987 x 67 - sqrt(x) = 602755 - sqrt(x)

At this point, we cannot simplify the square root further without knowing the value of x.

Therefore, the simplified expression is:

√602755 - 776.372977

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The surface area of the toy box is 712 square centimeters.

Surface area is the measure of the total area that the surface of an object occupies. In other words, it is the sum of the areas of all the faces or surfaces of the object.

For example, consider a rectangular prism with dimensions length (l), width (w), and height (h). The surface area of this object would be the sum of the areas of all six faces, which are:

Two rectangular faces with area lw

Two rectangular faces with area wh

Two rectangular faces with area lh

So the total surface area of the rectangular prism would be:

Surface area = 2lw + 2wh + 2lh

The concept of surface area is useful in various fields, such as architecture, engineering, and physics. For example, in construction, knowing the surface area of a structure can help estimate the amount of materials needed for construction, such as paint or roofing tiles. In physics, surface area is important in determining the heat transfer and rate of reaction of a substance.

The surface area of the toy box can be found by summing the areas of its six faces. From the given net, we can see that the toy box has dimensions of 14 cm by 10 cm by 9 cm.

The top and bottom faces have areas of 14 cm × 10 cm = 140 cm² each.

The front and back faces have areas of 14 cm × 9 cm = 126 cm² each.

The left and right faces have areas of 10 cm × 9 cm = 90 cm² each.

Therefore, the total surface area is:

2(140 cm²) + 2(126 cm²) + 2(90 cm²) = 280 cm² + 252 cm² + 180 cm² = 712 cm²

Thus, the surface area of the toy box is 712 square centimeters.

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(e) There is no marble with the number 15 on it, so the probability of drawing such a marble is 0.

What is probability?

Probability is a measure of the likelihood of an event occurring. It is a number between 0 and 1, where 0 means the event is impossible and 1 means the event is certain to happen.

(a) The probability of drawing a red marble is the number of red marbles divided by the total number of marbles in the jar. So, the probability is 8/(8+12+4) = 8/24 = 1/3.

(b) The probability of not drawing a red marble is the number of non-red marbles divided by the total number of marbles in the jar. So, the probability is (12+4)/(8+12+4) = 16/24 = 2/3.

(c) The probability of drawing a marble with the number 2 on it is the number of marbles with the number 2 divided by the total number of marbles in the jar. There is only one red marble with the number 2, one blue marble with the number 2, and no white marbles with the number 2. So, the probability is 2/24 = 1/12.

(d) The probability of drawing a blue marble with the number 1 on it is the number of blue marbles with the number 1 divided by the total number of marbles in the jar. There is only one blue marble with the number 1. So, the probability is 1/24.

(e) There is no marble with the number 15 on it, so the probability of drawing such a marble is 0.

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Answer:

A.57.99 B.70.39 C 45.96

Step-by-step explanation:12.4 x 4 + 8.39 = 57.99 for Part A For B, this is 12.4x5+8.39=70.39. C is 12.4+8.39x4=45.96 12.4 + 8.39 x 5 =54.35

I'm not sure whether I should group the responses because there isn't much context, but I hope this helps.

Despite their confidence in their thinking, beliefs, and actions, European countries in power during this time frame were often wrong in their assumptions about the superiority of their culture and the legitimacy of their actions towards other nations and peoples.

European countries in power during this time frame, particularly in the 19th and early 20th centuries, believed in the concept of imperialism and the "civilizing mission" of spreading their culture and values to other parts of the world. This often led to the exploitation and oppression of colonized peoples, as well as the imposition of Western values on non-Western cultures.

However, these assumptions about the superiority of Western culture were flawed and based on a Eurocentric view of the world. Additionally, many European powers engaged in brutal and violent actions, such as the forced removal of Indigenous peoples from their lands, the use of slavery and forced labor, and the exploitation of natural resources.

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The three statistical questions are: A. How many hours of sleep per night do students usually get when they have school the next day? B and E.

A statistical question is one that may be resolved via the collection and examination of data. The question frequently incorporates a variable that might differ from person to person or scenario to situation, and the solution is not always the same. The words "how many," "what is the average," "what is the range," "what is the distribution," etc. are frequently used in statistical queries.

The three statistical questions are:

How many hours of sleep per night do students usually get when they have school the next day?

What are the heart rates of the students in Mr. Peterson's physical education class?

How many runs did the New York Yankees score in their last game?

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When the outside temperature is 30°F, the sales are estimated to be $414.73.

The outside temperature is approximately 78.03°F, the sales are estimated to be $1,993.33.

It refers to a physical property of matter that reflects how hot or cold an object is relative to other objects or a standard scale. Temperature is typically measured in units such as Celsius (°C), Fahrenheit (°F), or Kelvin (K).

When the outside temperature is 30°F, the sales are estimated to be:

y = 32.92(30) - 572.87

y = 987.60 - 572.87

y = $414.73

Therefore, when the outside temperature is 30°F, the sales are estimated to be $414.73.

When the outside temperature is x, the sales are estimated to be $1,993.33, we can solve for x as follows:

1,993.33 = 32.92x - 572.87

2,566.20 = 32.92x

x ≈ 78.03°F

Therefore, when the outside temperature is approximately 78.03°F, the sales are estimated to be $1,993.33.

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Answer:

VERTEX: (8,1)

GRAPH BY DESMOS IS ATTACHED TO THIS POST

Y-INTERCEPT: (5,0)

X-INTERCEPT: NONE

Step-by-step explanation:

To find the vertex, we usually use the formula -b/2a to find the x-vertex. So, the x-vertex would be:

-(-4)/2

4/2

2

The y-vertex can be found by substituting the x-vertex back into the equation. So:

y=(2)² -4(2) + 5

y= 4-8+5

y= -4 + 5

y= 1

So, we found that our vertex is (8,1)

Because we see that our "a" value from our quadratic equation is positive, this tells us that the graph opens upwards. We know our vertex is higher than our x-axis line, so there will be no x-intercepts.

The y-intercept is found when the x-value equals to 0. So, inserting this into the equation, we get :

y=(0)² - 0 +5

y= 5

So, we have found our y-intercept as (0, 5)

The graph you could've made would've been using the vertex and the y-intercept and connecting those points for one side of the quadratic graph. The other side would require an integer point for more accuracies, and I believe that the point (3,2) also works.

So, using the points (3,2), (0,5), and (8,1), we can make a graph!

I hope this helped :P

Answer:

  [A]  Multiply the bottom equation by -3/2, then add the equations.

  [C]  Multiply the top equation by -3, then add the equations.

Step-by-step explanation:

You want to know a suitable "elimination" strategy for the two equations ...

The result of an elimination strategy is that one of the variables in the combined equations has a coefficient of 0. If we add the equations as a final step, the coefficients must be opposites for that to happen.

The ratios of variable coefficients in the top equation to those in the bottom equation are ...

A suitable elimination strategy will multiply one of the equations by a value that makes this ratio -1. Let's look at the choices.

Multiplying the bottom equation by -3/2 makes the ratio of x-coefficients be ...

  [tex]\dfrac{1}{3}\times\dfrac{1}{\left(-\dfrac{3}{2}}\right)}=-\dfrac{2}{9}\ne -1[/tex]

Multiplying the bottom equation by -3/2 makes the ratio of y-coefficients be ...

  [tex]\dfrac{3}{2}\times\dfrac{1}{\left(-\dfrac{3}{2}\right)}=-\dfrac{6}{6}=-1[/tex]

This is a suitable strategy for eliminating the y-variable.

This strategy is equivalent to multiplying the bottom equation by -3, then adding. This will make the x-coefficient ratio be ...

  [tex]\dfrac{1}{3}\times\dfrac{1}{\left(-3}\right)}=-\dfrac{1}{9}\ne -1[/tex]

Multiplying the bottom equation by -3 makes the ratio of y-coefficients be ...

  [tex]\dfrac{3}{2}\times\dfrac{1}{-3}=-\dfrac{3}{6}\ne-1[/tex]

Not a suitable strategy for elimination.

Multiplying the top equation by -3 makes the ratio of x-coefficients be ...

  [tex]\dfrac{1}{3}\times\dfrac{-3}{1}}=-\dfrac{3}{3}= -1[/tex]

This is a suitable strategy for eliminating the x-variable.

Choices A and C are suitable strategies for eliminating a variable.

The value of x for measure a base angle for the isosceles trapezoid is equal to 25°.

This is a trapezoid in which the base angles are equal and therefore the left and right side lengths are also equal. The opposite angles are supplementary which implies they sum up to 180°.

angle C is equal to angle D so;

3x + 1 = 76°

3x = 76° - 1 {subtract 1 from both sides}

3x = 75°

x = 75°/3 {divide through by 3}

x = 25°

Therefore, the value of x for measure a base angle for the isosceles trapezoid is equal to 25°.

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The answer is 2a + 2b + 3 = 20