Answer:
To transform figure A into figure B, you need to reflect it over the y-axis and translate one unit to the left. A sequence of transformations that will accomplish this is (x, y) + (-x, y) and (x, y) + (x - 1,y).
The figures informed are in different scales and mirrored in this way it will be necessary to rotate 180 about the origin, dilate by a scale factor of 2/3.
What is figure rotation?Rotation is the "turn" of a shape around a point called the center of rotation. The distance to the center of rotation remains constant and the measure of rotation is called the angle of rotation.
In this case, first the figure must be rotated 180 degrees since the images are mirrored and then change the scale so that a dilation of 2/3 occurs.
See more about figure rotation at brainly.com/question/11392539
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2. Peter, Jeff, and John, each perform subtraction incorrectly as follows:
How would you explain their mistake to each of them?
Peter:
Jeff:
John:
Answer:
peter: subtraction mistake at unit place . wrote 6 in place of 9
Jeff: subtraction mistake at tens place: wrote 4 while the correct digit is 3
peter: He has written 3 at unit place while correct digit is 2
John: he has carried 1 twice from 5 at hundred place and then subtracted 2 from it which gives value 1 at hundred place.
Step-by-step explanation:
we have to subtract 503 from 269
9
4 10 13
503
-269
____
234
Solution
since 3 is less than 9 , we take a carry from 0 but 0 cannot be carries so we take 1 carry from 5\
thus
5 becomes 4, 0 becomes 10,
now 10 can be give 1 carry to 3 at unit place, so 3 becomes 13
now 9 is subtracted from 13
13-4 = 9
this is the mistake of Peter
he has written 6 at unit place which should be
peter: subtraction mistake at unit place . wrote 6 in place of 9
____________________________________________________
since , 1 is carried from 10 at tens place, 9 is left at tens place
so we know subtract 6 from 9 at tens place
9-6 = 3
Here mistake is done by Jeff
Jeff: subtraction mistake at tens place: wrote 4 while the correct digit is 3
________________________________________________
at hundred place,
one is taken from 5 , hence 4 is left at hundred place
we have to subtract 2 from 4
4-2 = 2
hence,
Here, mistake done by both both Peter and jeff
peter: He has written 3 at unit place while correct digit is 2
John: he has carried 1 twice from 5 at hundred place and then subtracted 2 from it which gives value 1 at hundred place.
A quadratic polynomial whose zeroes are 5 and -3 is
Answer:
Well, we can write a really simple quadratic polynomial as:
P(x) = a*(x - c1)*(x - c2)
Where a is a constat, and c1 and c2 are the roots, here we have:
c1 = 5 and c2 = -3
P(x) = a*(x -5)(x + 3) = a*x^2 + a*x*3 - a*5*x - a*15
then the quadratic polynomial can be:
P(x) = a*x^2 + a*(3 - 5)*x - a*15
P(x) = a*x^2 - 2*a*x - a*15
Where a can be any real number.
PLEASE HELP I NEED HELP ;(
Answer: second choice
Explanation:
all the answers are prime factorized, meaning that everything under the sign should multiply up to 180. the second answer, 2*2*3*3*5=180 works
if a is an even natural number such that a|208 and (a,b)=1, then find the value of b
this is gauss theroeam
Answer:
b=13
Step-by-step explanation:
2|208
2|104
2|52
2|26
|13
208=2^4×13=16×13
now (16,13)=1
as a is an even number so a=16
b=13
∵g.c.d of 16 and 13=1
or (16,13)=1
Covert the verbal expression into an algebraic expression.
Two more than five times a number x.
Hi there! Hopefully this helps!
----------------------------------------------------------------------------------------------------------
"Two more than five times a number x." means:
2 + 5 × x
I need the answers for Q10 part b and Q11 ASAP!!!
Answer:
Q10ii: x axis horizontal, y axis vertical, a straight line through the origin and point (5,20)
Q11i: z = 8y
Q11ii: y axis horizontal, z axis vertical, a straight line through the origin and (6,48)
Step-by-step explanation:
Linear proportions will always produce straight lines when graphed. Also, they will have to go through the origin when there is not some kind of offset.
Recall the difference between an equation and an inequality. Then, identify whether these mathematical statements represent an equation or an inequality.
Answer:
If it were an equation, it would be in the form ax+by+c=0, however if it were an inequality, instead of the equal sign it would be an inequality sign like greater than or less than.
Step-by-step explanation:
Given that the quadrilateral is a parallelogram, m∠S = + 19 and m ∠T = 8x - 4, what is m∠Q?
Answer:
32
Step-by-step explanation:
Brainlist plz
Answer:
[tex]\Large \boxed{161\°}[/tex]
Step-by-step explanation:
Adjacent angles in a parallelogram add up to 180 degrees.
m∠Q and m∠S add up to 180 degrees.
m∠Q + m∠S = 180
m∠Q + 19 = 180
Subtract 19 from both sides.
m∠Q + 19 - 19 = 180 - 19
m∠Q = 161
I need help on answering this question
Answer:
The answer is 72°Step-by-step explanation:
Since < RQS = < QLK and < RQS = x
< QLK is also x
< QLK and < KLM lie on a straight line
Angles on a straight line add up to 180°
To find x add < QLK and < KLM and equate them to 180°
That's
< QLK + < KLM = 180°
x + x - 36 = 180
2x = 180 - 36
2x = 144
Divide both sides by 2
We have the final answer as
x = 72°Hope this helps you
What is the other endpoint of a segment with a midpoint of M(6, 1) and an endpoint S(5,-3)?
ANSWERS ASAP!!!!
Answer:
(7, 5)
Step-by-step explanation:
(x+5)/2, ( y-3)/2)=(6,1)
(x+5)/2=6, x= 7
( y-3)/2=1, y=5
52 divided by 5424
198 div by 8549 but need to see how to get the correct answer . Don’t want to use a calculator
Answer:
52 / 5424 = 0.00958..
198 / 8549 = 0.0231 ..
Step-by-step explanation:
52 / 5424
First of all, you need to add 0 plus a coma → 0.
52 becomes 520, but this value is smaller than 5424, so we need to add another 0
5200 → another 0 → 52000
So now, we have 52000 / 5424.
We start, 5424 . 10 = 54240, we are higher than 52000, so let's try 9
5424 . 9 = 48816, great!
52000 - 48816 = 3184
This is smaller than 5424, so we need a zero, again. But we do not add 0 to the result, because we are in the decimal side
31840 → 31840 / 5424. We would try 6,
5424 . 6 = 32544. It's bigger!, We use 5
5424 . 5 = 27120!
31840 - 27120 = 4720. We get another 0
47200, and we try 8.
5424 . 8 = 43392
47200 - 43392 = 3808.
So we are going to add 0, until we have four digits that can be divided by 5424 and decimals are infinte.
52 / 5424 = 0.00958..
198 / 8549 → Need to add, the first 0 to convert 198 to 1980
1980 = 0. → Another zero
19800 = 0.0 → 19800 / 8549
We try 2 → 8549 . 2 = 17098
19800 - 17098 = 2702 → we add 0
27020 / 8549 → We try 3
8549 . 3 = 25647 → 27020 - 25647 = 1373 → we add 0
13730 / 8549 → We use 1 → 13730 - 8549 = 5181
As decimal are infinite, we can express the result as:
198 / 8549 = 0.0231 ..
225 tickets were sold for a Schools Winter Play. The tickets for the adults cost $8.00 and for the children $4.50. The total receipts for the performance were $1275.00 How many of each type of ticket were sold?
Answer:
75 of the adult ones and 150 of the children ones.
dan had 2 1/2 cookies and ate 1/2 of a cookie. Of the original number of cookies, the fractional part that he ate was
help brainlist will mark brainlist
Answer:
1/2 is the fractional part of cookie which was eaten by Dan.
Step-by-step explanation:
Dan has 2 1/2 cookies and ate 1/2, so we can just subtract the 2 1/2-1/2
which cancels out the 1/2, which is the fractional part.
He has 2 cookies left.
The fractional part that he ate will be 5/4.
What is Algebra?The analysis of mathematical representations is algebra, and the handling of those symbols is logic.
A fraction number is a number that represents the part of the whole, where the whole can be any number. It is in the form of numerator and denominator.
Dan had 2 1/2 cookies and ate 1/2 of a cookie.
Of the original number of cookies.
Then the mixed fraction is converted into fraction.
2 1/2 = 5/2
The fractional part that he ate will be
⇒ (5/2) / 2
⇒ (5/2) x (1/2)
⇒ 5/4
The fractional part that he ate will be 5/4.
More about the Algebra link is given below.
https://brainly.com/question/953809
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Sixty-five percent of employees make judgements about their co-workers based on the cleanliness of their desk. You randomly select 8 employees and ask them if they judge co-workers based on this criterion. The random variable is the number of employees who judge their co-workers by cleanliness. Which outcomes of this binomial distribution would be considered unusual? Sixty-five percent of employees make judgements about their co-workers based on the cleanliness of their desk. You randomly select 8 employees and ask them if they judge co-workers based on this criterion. The random variable is the number of employees who judge their co-workers by cleanliness. Which outcomes of this binomial distribution would be considered unusual?
Answer:
The outcomes of this binomial distribution that would be considered unusual is {0, 1, 2, 8}.
Step-by-step explanation:
The outcomes provided are:
(A) 0, 1, 2, 6, 7, 8
(B) 0, 1, 2, 7, 8
(C) 0, 1, 7, 8
(D) 0, 1, 2, 8
Solution:
The random variable X can be defined as the number of employees who judge their co-workers by cleanliness.
The probability of X is:
P (X) = 0.65
The number of employees selected is:
n = 8
An unusual outcome, in probability theory, has a probability of occurrence less than or equal to 0.05.
Since outcomes 0 and 1 are contained in all the options, we will check for X = 2.
Compute the value of P (X = 2) as follows:
[tex]P(X=2)={8\choose 2}(0.65)^{2}(0.35)^{8-2}[/tex]
[tex]=28\times 0.4225\times 0.001838265625\\=0.02175\\\approx 0.022<0.05[/tex]
So X = 2 is unusual.
Similarly check for X = 6, 7 and 8.
P (X = 6) = 0.2587 > 0.05
X = 6 not unusual
P (X = 7) = 0.1373 > 0.05
X = 7 not unusual
P (X = 8) = 0.0319
X = 8 is unusual.
Thus, the outcomes of this binomial distribution that would be considered unusual is {0, 1, 2, 8}.
How do -11.5 and -9.5 compare? Choose the correct symbol.
-11.5 _ -9.5
A.<
B.=
C.>
Answer:
A. <
Step-by-step explanation:
-9.5 is greater than -11.5
Answer:
A) <
less than
Step-by-step explanation:
-11.5 < -9.5
please i need help lol The amount of clay students used for their last art project is weighed. The line plot displays the amounts of clay. How much more clay did the students who used of a pound use than the students who used of a pound?
Answer:
2 1/4
Step-by-step explanation:
We need to see how much clay they used if each person in that group used 3/4 clay. There are 4 people in the group.
=> 3/4 x 4 = 12/4 = 3
Now, we need to see how much clay they used if each person in that group used 1/4 clay. There are 3 people in the group
=> 1/4 x 3 = 3/4
Now, we need to see how much more clay was used.
=>3 - 3/4
=> 3/1 - 3/4
=> Take the LCM of the denominators and make the denominators equal.
=> 12/4 - 3/4
=> 9/4
They used 9/4 more clay.
Since there are no options with 9/4, we need to make this improper fraction into a proper fraction.
=> 9/4 = 2 1/4
They used 2 1/4 more clay.
-5+6
What’s the answer
-5+6=1 because if it's not a normal equation it has a negative
Answer:
1
Step-by-step explanation:
When adding a negative and a positive number, subtract the biggest number from the smallest (ignore the signs), so :
[tex]6-5=1[/tex]
After you have your answer, keep the symbol of the bigger number (pay attention to the signs now). Since positive 6 is greater than negative 5, keep the positive. Add this symbol to the answer, making the answer positive.
[tex]-5+6=1[/tex]
4x + 5y = 19 , 5y - 4x = 38
Answer:
Step-by-step explanation:
Adding both equations
4x+5y+5y-4x=19+38
10y = 57
y= 5.7
Subtracting equation i from ii
5y-4x-4x-5y=38-19
-8x=9
x= -0.9
1. At the end of one school day a teacher had 17 crayons left. The teacher remembered
giving out 14 crayons in the morning, getting 12 crayons back at recess, and giving out
11 crayons after lunch. How many crayons did the teacher have at the start of the
day?
Answer:
30 crayons
Step-by-step explanation:
Let x be the number of crayons he started with
gave out 14 crayons
x-14
Got 12 back
x-14+12
Gave out 11 after lunch
x-14+12 -11
This equals 17
x-14+12 -11 =17
Combine like terms
x-13 = 17
Add 13 to each side
x -13+13 =17+13
x = 30
Answer: 30
Step-by-step explanation:
For this problem work backwards. Start from 17 and add 14. You should get 31. Then subtract 12, which equals 19. Finally add 11 to 19, which equals 30. Basically you are doing the inverse operation to get your answer. Hope this helps!
A person is standing exactly 36 ft from a telephone pole. There is a 30° angle of elevation from the ground to the top of the pole. A person is standing 36 feet from the base of a telephone pole. A line is drawn from the top of the telephone pole to the person to form a right triangle. The angle at the person is 30 degrees. What is the height of the pole? 12 ft 12 StartRoot 3 EndRoot ft 18 ft 18 StartRoot 2 EndRoot ft
Answer:
20.78feet
Step-by-step explanation:
The question made us to understand that the man is standing and also there is angle of elevation, then we need to draw a right triangle having a base equal to 36 feet with an angle from the base to the top of the pole which is 30 degrees.
tan= opposite side / adjacent side
Let height of the pole =h
Tan(30)= h/36
But tan 30degree= 1/√3
h= 36 × 1/√3
h= 20.78feet
Therefore, the height of the pole= 20.78feet
CHECK THE ATTACHMENT FOR DETAILED FIGURE
Answer:
B. 12\sqrt{3} ft
Step-by-step explanation:
Simplify the following rational expression and state for what values they are undefined.
Answer:
d-2 and d cannot = 8
Step-by-step explanation:
d^2 -10d+16
-----------------------
d-8
Factor the numerator
( d-8)(d-2)
-------------------
d-8
The undefined values occur when the denominator is equal to zero
d-8 = 0
d= 8
This means d cannot equal 8
Now cancel like terms in the equation ( d-8)
This yields d-2
Answer: d - 2 and d cannot equal 8
Step-by-step explanation: To simplify this rational expression, start by factoring both the numerator and the denominator.
So factoring the numerator in this problem, we have a
trinomial that factors as the product of two binomials.
So we are looking for factors of +16 that add to -10 which are -8 and -2.
So we have (d - 8)(d - 2) in the numerator.
The denominator doesn't factor however.
So we have [tex]\frac{(d - 8)(d - 2)}{(d - 8)}[/tex] and the d - 8's cancel leaving us with d - 2.
The values d cannot be happen when the denominator is set equal to 0.
So we have d - 8 = 0 which means d = 8.
This means d = 8 wouldn't work!
PLEASE ANSWER!!!!!!!!!!!!!!!!!!!!!!!!!!!!The technology stock has risen to $9.80 today. Yesterday's price was $9.67. Find the percentage increase
Answer:
1.34%
Step-by-step explanation:
First of all subtract the 2 values
9.84−9.71=0.13
use this value and find the percentage from the original price which was 9.71
0.13
------- ⋅100
9.71
percentage increase is
1.34%
The linear scale factor of two shapes is 3:4. If the area of the smallest shape is 72^2 what is the area of the big shape?
Answer:
[tex]\boxed{6912 units^2}[/tex]
Step-by-step explanation:
Hey there!
Well using the given ratio,
3:4
And the area of the small shape we need to do,
72*72 = 5184
Now we can make the following fractions,
[tex]\frac{3}{4}[/tex] = [tex]\frac{5184}{x}[/tex]
Now we can solve,
3*x = 3x
4 * 5184 = 20736
3x = 20736
20736 / 3
x = 6912
So the area of the bigger shape is 6912 units^2
Hope this helps :)
Please help me in finding the answer. Find x. (Congruent triangles)
Answer:
6.71cm
Step-by-step explanation:
a²+b²=c²
6²+3²=x²
sqrt(6²+3²)=6.71
Answer:
[tex]\Large \boxed{\sf 6.71 \ cm}[/tex]
Step-by-step explanation:
The triangle is a right triangle. We can use Pythagorean theorem to solve for the hypotenuse.
a² + b² = c²
a and b are the lengths of the legs. c is the length of the hypotenuse.
6² + 3² = x²
Evaluate.
36 + 9 = x²
45 = x²
Take the square root of both sides.
√(45) = √(x²)
6.7082039325... = x
What is the solution to the system of equations?
y = -5x + 3
y = 1
(0.4, 1)
(0.8, 1)
(1,0.4)
O (1,0.8)
Answer:
The answer is (0.4, 1)Step-by-step explanation:
y = -5x + 3 ........... Equation 1
y = 1 ................ Equation 2
To solve the equation substitute equation 2 into equation 1
That's
Substitute y = 1 into y = - 5x + 3
So we have
1 = - 5x + 3
Group like terms
- 5x = 1 - 3
- 5x = - 2
Divide both sides by - 5
x = 2/5
x = 0.4Substitute x = 0.4 into equation 1
That's
y = - 5( 0.4 ) + 3
y = - 2 + 3
y = 1The solution for the system of equations is
( 0.4 , 1)Hope this helps you
Answer:
A. (0.4, 1)
Step-by-step explanation:
just took the edg. 2020 unit test
Find the formula for the 4th of the following A.P.S a)3,7,11........ b)12,7,2.......
Answer:
A = 15
B = -3
Step-by-step explanation:
3 ,7,11..... You add 4 each time so 11+4 is 15
12,7,2.... You take 5 each time so 2-5 is -3
type in symbols to make 2,3,7, and 12 equal 55
Answer: 3(7+12) - 2
Step-by-step explanation:
What is the solution of −83 = b4? A. b = –332 B. b = –87 C. b = –79 D. b = –20.75
Answer:
D; b = -20.75
Step-by-step explanation:
Here in this question, we want to find solution to the given linear equation.
The linear equation is;
-83 = b4
Now, to find the value of b, we will need to divide both sides by its coefficient.
Looking at the question, the coefficient of b is 4
Mathematically, that would be :
-83/4 = b4/4
b = -83/4
b = -20.75
Answer:
b = -20.75
Step-by-step explanation:
Given:
-83 = b4
It can also be written as
-83 = 4b
divide both sides by the coefficient of b which is 4
-83 / 4 = 4b / 4
-20.75 = b
Therefore,
b = -20.75
Check:
-83 = b4
-83 = -20.75(4)
-83 = -83
Find the difference between8/15 and −2/3. Show all calculations in your final answer.
Answer:
6/5
Step-by-step explanation:
8/15 - (-2/3)
8/15 + 2/3
24 + 30/45
54/45 = 6/5
Thus, the difference between 8/15 and -2/3 is 6/5
Start by changing the minus a negative to plus a positive.
So we have 8/15 + 2/3.
To add these two fractions together, we need a common denominator.
The common denominator is simply the
least common multiple for the two denominators.
You should find that the least common multiple is 15.
Since 8/15 already has 15 as its denominator, leave it.
To get a denominator of 15 in 2/3, we multiply top
and bottom of 2/3 by 5 to get 10/15.
So we have 8/15 + 10/5.
This simplifies to 18/15.
Now reduce to get 6/5.
find the third term of the geometric sequence when a1 = 1/4 and r=-2
Answer:
1
Step-by-step explanation:
(-2)(1/4)=-1/2
(-2)(-1/2)
=1
the third term of the geometric sequence with first term = 1/4 and common ratio r = -2 is 1
We have a geometric sequence in which the first term is [tex]\frac{1}{4}[/tex] and the common ratio is -2.
We have to find the third term of this geometric sequence.
What is the formula to find the [tex]n^{th}[/tex] term of a geometric sequence?The formula to find the [tex]n^{th}[/tex] term of a geometric sequence with first term [tex]a_{1}[/tex] and common ratio r is -
[tex]a_{n} =a_{1} r^{n-1}[/tex]
In our question, [tex]a_{1}[/tex] = [tex]\frac{1}{4}[/tex] and r = -2 and n =3.
Substituting the values, we get -
[tex]a_{3} =\frac{1}{4}(-2)^{3-1} = \frac{1}{4} (-2)^{2} =\frac{1}{4}\times4=1[/tex]
Hence, the third term of the geometric sequence with first term = 1/4 and common ratio r = -2 is 1.
To solve questions on geometric sequences, visit the link below -
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