How do I find the measurement indicated in these problems.

13. In parallelograms, adjacent angles are always supplementary. This means that angles that are right next to each other will always add up to 180.

So for this one, the two given angles add up to 180, creating this equation:

7x - 4 + 9x - 8 = 180

this can be simplified to x = 12

substitute x into <D to get <D = 100

since we know that <D and <A are supplementary, subtract m<D from 180 to get <A = 80

14. In parallelograms, opposite angles are always congruent, this means that in this problem <C and <A are equal to each other

so we can create an equation: 9x + 13 = 11x - 3

solve this to get x = 8

substitute 8 into <C's equation to get <C = 85

Since <C and <B are adjacent, subtract <C from 180 to get <B = 95

15. <J and <L are opposite to each other, so we know they are congruent

this means we can create an equation: 2 + 24x = 26x - 2

solve this to get x = 2

plug this into the equation for <J

you get <J = 50

16. In parallelograms, lines that are opposite to each other are always congruent. So this means that lines JM and KL are congruent

this means that we can create an equation of 2x - 15 = x - 4

solve this to get x = 11

plug in x to the equation for KL

you get KL = 7

stop using this to cheat on home work

step-by-step explanation:

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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: