I need help on how to do these my teacher didn’t explain it to me

Step-by-step explanation:

on the first one we see that they are outer angles and they are also congruent making the missing angle the same as 66

for the second one if we turn the graph around making the lines how a H shape we see the missing angle and the given angle are in the same line, and we know a straight line makes it 180, so we need to find what the other angle is using the given angle so we subtract from 180, 180-80 = 100

so the missing angle is 100 making it congruent to the other missing angle that was with the 80

for the last one by now we should know what vertical angles are, they are directly across from each other, and we see that they arent really like in the same part of the line, but we know that the one congruent to the 128 is the outer right angle, making the missing angle congruent because they are vertical angles making the missing angle 128 too

(did that make sense?)

x=-2

infinite number of lines, so there is an infinite number of equations.

step-by-step explanation:

there are an infinite number of line that passes through the point (-2,5)

x=-2   is one line that passes through the point

y = 5 is another line that passes through the point

(these two lines are perpendicular to each other).

since the number of   numbers are infinite and the slope is the ratio of two numbers,(change in y over change in x) we can have an infinite number of slopes.     our only condition is that it passes through the point (-2,5)

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: