What is the missing statement and the missing reason in step 5? A 2-column table with 7 rows. Column 1 is labeled statements with the entries measure of angle A D E = 60 degrees and measure of angle C D F = (3 x + 15) degrees, angle A D E and angle C D F are vertical angles, angle A D E is-congruent-to angle C D F, measure of angle A D E = measure of angle C D F, question mark, 45 = 3 x, and, 15 = x. Column 2 is labeled reasons with the entries given, definition of vertical angles, vertical angles congruent, definition of congruency, question mark, subtractive property, division property. Statement: 60 = 3x + 15; Reason: substitution Statement: x = 15; Reason: subtraction property of equality Statement: 60 = 3x + 15; Reason: transitive property Statement: x = 15; Reason: subtraction and division properties of equality

saving = more money

step-by-step explanation:

if you have 100 bucks, and you want to buy a candy bar, even if you have one at home, if you choose not to buy it, you save.

~courtney

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation:

$2416.6

step-by-step explanation:

per hour = $ 25

total work time = 35

commission = 15%

total she has to make = $ 4,500

let she sold x dollar products

so her commission will be 15 % of x

now

total = weekly basic pay + commission

4500= (25*35) + 15 % of x

4500=875 + * x

4500-875 =   * x

3625= * x

multiplying wwith 100 on both sides gives

36250 = 15 x

now

x =  

x= $2416.6