Drag and drop the answers into the boxes to correctly complete the statement.

A sequence of transformations that maps △RST to △R′S′T′ is a _____ followed by a _____

A. reflection across the x-axis
B. Translation 1 unit down
C. Reflection across the y-axis
D. Rotation of 180 degrees about the origin

Answer:

1/3

Step-by-step explanation:

-3.3m = -1.1

Divide both sides by -3.3

m = -1.1

-3.3

The solution to the equation -3.3m = -1.1 is m = 1/3 or approximately 0.33. This was determined by dividing both sides of the equation by -3.3.

The problem -3.3m = -1.1 is a simple one-step equation which can be solved by isolating the variable. Here the variable is m. Dividing both sides of the equation by -3.3, we get m = (-1.1/-3.3). This simplifies to m = 1/3 ≈ 0.33. So, the solution to the equation is m = 0.33.

What we did here is an application of the principle that whatever you do to one side of an equation, you should do to the other side as well. This principle is essential in solving mathematical equations.

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Answer:124.35

Step-by-step explanation: if you times 8.25 by 15 you will get the answer of 124.35

In order to get the answer to this question you could rather multiply $8.29 by 15 or you could add 8.29 15 times.

[tex]1b=8.29[/tex]

[tex]15\times8.29=124.35[/tex]

[tex]=124.35[/tex]

Therefore your answer would be the fourth option "$124.35."

Hope this helps.

Step-by-step explanation:

whrn you have a proble. you can tell me thank you have a nice day

To solve, find how many groups of 5 are in 145 girls (145 ÷ 5 = 29 groups of girls). Then, find how many boys are in these groups by multiplying the number of groups by the boys' ratio (4), thus 29 x 4 = 116 boys in the 6th grade.

To determine the number of boys in the 6th grade, we will make use of the ratio provided, 4:5. This ratio means that for every 4 boys, there are 5 girls. To translate this into actual numbers, take the total number of girls (145) and calculate how many groups of 5 you have, because that's how many groups of boys you would have also. To determine the number of boys, you multiply the number of groups by 4.

First, Divide 145 by 5 to find out how many groups of girls there are: 145 ÷ 5 = 29. These equate to groups of students based on the ratio. Second, Multiply the number of groups by the boys’ ratio number (4) to find the number of boys. So, 29 x 4 = 116. That's the total number of boys in the 6th grade.

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Hi there! I will try my best to help you. If the answers I give you are wrong, I am so sorry.

Answer:

1. <

2. <

3. >

7.  Apricot sulphur, large orange sulphur, white-angled sulfur, great white

9. 8 (with the sign), 7/2 (with the sign), 2

10. pi, 12 (with the sign), 3.5

11. -20, 26 (with the sign), 35 (with the sign), 13.5

12. -5.25, 3/2, 6 (with the sign), 5

Answer:

lol this is a lot

Step-by-step explanation:

Answer:

Step-by-step explanation:9×2=18

18-1=17

Anwser 17

Answer:

(3x – 1)(3x + 1)

Step-by-step explanation:

Answer: 2(x+5)2+ 8x + 5+6=0

Step-by-step explanation:

2(x + 5)2 + 8x + 5 + 6=0

2(x+5)(x+5) + 8x + 11=0

2(x^2+ 10x + 25) + 8x + 11=0

2x^2 +20x + 50 + 8x + 11=0

2x^2 +28x +66=0

This is a second-degree equation, the greatest power is two. Hence it is a quadratic equation.

None of the given equations are purely quadratic in form; they include terms of higher degrees or additional constant terms. Therefore, none of them fit the criteria.

To determine which equation is quadratic in form, we need to look for equations that can be written in the form [tex]\(ax^2 + bx + c = 0\)[/tex], where [tex]\(a\), \(b\), and \(c\) are constants and \(x\)[/tex] is the variable.

Let's analyze each given equation:

[tex]1. \(2(x + 5)^2 + 8x + 5 + 6 = 0\)[/tex]

  This equation involves a quadratic term [tex]\((x + 5)^2\)[/tex], but it also includes linear and constant terms. Therefore, it is not purely quadratic in form.

2. [tex]\(x^6 + 6x + 8 = 0\)[/tex]

  This equation contains a sixth-degree term [tex]\(x^6\)[/tex], making it a polynomial of degree 6. It is not quadratic in form.

[tex]3. \(7x^6 + 36x^3 + 5 = 0\)[/tex]

  Similar to the previous equation, this equation contains a sixth-degree term [tex]\(x^6\)[/tex] and a third-degree term [tex]\(x^3\)[/tex].

It is not quadratic in form.

[tex]4. \(4x^9 + 20x^2 + 25 = 0\)[/tex]

  This equation contains a ninth-degree term [tex]\(x^9\)[/tex] and a quadratic term[tex]\(20x^2\).[/tex]

However, it also contains a constant term. Therefore, it is not purely quadratic in form.

None of the given equations are purely quadratic in form.

Answer:

4700

Step-by-step explanation:

Area for rectangle is length times width (lw) so it is 50*94 = 4700

Answer:

y² = x² - z²

Step-by-step explanation:

x² - y² = z²

Transpose y the other side

x² - z² = y²

or

y² = x² - z²

Answer:

y= ± [tex]\sqrt{x^2-z^2}[/tex]

Step-by-step explanation:

Given

x² - y² = z² ( isolate y² by subtracting x² from both sides )

-y² = z² - x² ( multiply through by - 1 )

y² = x² - z² ( take the square root of both sides )

y = ± [tex]\sqrt{x^2-z^2}[/tex]

Answer:

44

Step-by-step explanation:

3dgenuity said so

Answer:

4.148

Step-by-step explanation:

Answer:

y = - 5x - 6

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Here m = - 5 and c = - 6, thus

y = - 5x - 6 ← equation in slope- intercept form

The slope intercept form is y = -5x-6

Given, y-intercept = (0, -6) & slope of the line = -5

The general form of an equation of line is, y = mx+c

where, m is the slope of the line & c is the y intercept

So, when x = 0 , y = -6

So, the line above passes through the point (0, -6)

Therefore, The slope intercept form is, y = -5x-6

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Answer:

[tex]\frac{x+2}{x-1}[/tex]

Step-by-step explanation:

Factorise the numerator and denominator

2x² + 2x - 4 ← factor out 2 from each term

= 2(x² + x - 2)

= 2(x + 2)(x - 1) ← in factored form

2x² - 4x + 2 ← factor out 2 from each term

= 2(x² - 2x + 1)

= 2(x - 1)² ← in factored form

Thus

[tex]\frac{2x^2+2x-4}{2x^2-4x+2}[/tex]

= [tex]\frac{2(x+2)(x-1)}{2(x-1)^2}[/tex]

Cancel 2 and factor (x - 1) on numerator/ denominator, leaving

= [tex]\frac{x+2}{x-1}[/tex]

Answer:

3.55555555556

Step-by-step explanation:

first off, those two points above do not give that point-slope form, however, the issue is just what's the standard form.

keeping in mind that standard form for a linear equation means

• all coefficients must be integers, no fractions

• only the constant on the right-hand-side

• all variables on the left-hand-side, sorted

• "x" must not have a negative coefficient

[tex]\bf y+1=\cfrac{2}{3}(x-8)\implies \stackrel{\textit{multiplying both sides by }\stackrel{LCD}{3}}{3(y+1)=3\left( \cfrac{2}{3}(x-8) \right)}\implies 3y+3=2(x-8) \\\\\\ 3y+3=2x-16\implies 3y=2x-19\implies -2x+3y=-19 \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ ~\hfill 2x-3y=19~\hfill[/tex]

The equation of the line that passes through the points (8,1) and (2,-5) in standard form is 2x - 3y = 13.

To find the equation of the line that passes through the given points we need to understand the slope (rise over run) and the y-intercept. The provided equation, y + 1 = 2/3(x - 8), is in point-slope form (which is y - y1 = m(x - x1) where m is the slope and (x1, y1) is a point on the line). To transform to the standard form, we distribute the 2/3 on the right side, subtract 1 from both sides to move y to the left side.

Following these steps, we get: 2x - 3y = 13, as the equation of the line in the standard form.

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Answer:

(-1, 6)

Step-by-step explanation:

{-c + 2d = 13

{-9c - 4d = -15

-⅑[-9c - 4d = -15]

{-c + 2d = 13

{c + 4⁄9d = 1⅔ >> New equation

______________

2 4⁄9d = 14⅔

______ _____

2 4⁄9 2 4⁄9

d = 6 [Plug this back into both equations to get the c-value of -1]; -1 = c

I am joyous to assist you anytime.

Answer:

(-1,6)

Step-by-step explanation:

We are given that system of linear equations

[tex]-c+2d=13[/tex]

[tex]-9c-4d=-15[/tex]

We have to find the value of ordered pair (c,d).

Equation first multiply by 2 then add to equation second

We  get

[tex]-9c-4d-2c+4d=26-15[/tex]

[tex]-11c=11[/tex]

[tex]c=\frac{11}{-11}=-1[/tex]

Substitute the value of c in equation first then, we get

[tex]-(-1)+2d=13[/tex]

[tex]1+2d=13[/tex]

[tex]2d=13-1=12[/tex]

[tex]d=\frac{12}{2}=6[/tex]

Hence, the ordered pair (-1,6) is the solution of given system of linear equations.

The equation to solve how many boxes of candy Mr. Hermans's class needs to sell to reach their goal of $500 is 2.75C = 500. To solve for C (number of boxes), divide 500 by 2.75.

In order to figure out how many boxes of candy Mr. Hermans's class needs to sell, you can create an algebraic equation using your known values. Here you know that for each box of candy sold, the class earns $2.75 (represented in our equation as 2.75C) and that their fundraising goal is $500. This sets up the equation as 2.75C = 500. To solve this equation and find the number of boxes needed (represented by 'C'), you would divide each side of the equation by 2.75, which gives you C = 500 / 2.75.

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Answer:

(-10, 6)

Step-by-step explanation:

To find the domain of a function, you just look at where the x starts and the x ends. since there are points at either end you do the points. if it were to go on forever like a line then the domain would be from Infinity to a point or Infinity to Infinity and etc.

Answer:

see explanation

Step-by-step explanation:

Following the order of operations as set out in PEMDAS

Given

45 - 2 × (15 - 3) ← evaluate parenthesis

= 45 - 2 × 12 ← evaluate multiplication

= 45 - 24 ← evaluate subtraction

= 21

Final answer:

The volume of foam needed to make 120 cones, each with a 9-inch height and a 5-inch diameter base, is approximately 7,068.6 cubic inches.

Explanation:

The question involves finding the volume of a single cone and then calculating the total volume of foam needed for producing 120 cones. To find the volume of one cone, we use the formula V = (1/3)πr²h, where r is the radius of the base and h is the height. Given that the diameter of the base is 5 inches, the radius (r) would be half of that, which is 2.5 inches. The height (h) is given as 9 inches. Therefore, the volume of one cone is:

V = (1/3)π(2.5)²(9)

This simplifies to V ≈ 58.905 cubic inches (using 3.14159 for π). To find the volume for 120 cones, we multiply the volume of one cone by 120:

Total volume = 58.905 in³ × 120 ≈ 7,068.6 cubic inches.

This is the amount of foam needed to make 120 cones.

Answer:

shade in 7 rectangles, than shade in  70 cubes

Step-by-step explanation:

Step-by-step explanation:

color 7 rectangles then 7 squares

you should add me on snap connorpike2

Answer:

0.029

Step-by-step explanation:

"To write 29/1000 as a decimal you have to divide numerator by the denominator of the fraction.

We divide now 29 by 1000 what we write down as 29/1000 and we get 0.029"

-Solutions easy

Answer:

1.5 bananas.

Step-by-step explanation:

1.5 x 2 = 3

Answer:

1.5

Step-by-step explanation:

3 divided by 2 is 1.5

The given question is about a right triangle (ΔOPQ) where the value of the tangent of ∠P is being calculated. Using the lengths of the sides, tang P is calculated as 80/39 which is equal to 2.05 to the nearest hundredth.

In ΔOPQ, which is a right triangle with ∠Q being 90°, the tangent of an angle is defined as the ratio of the length of the side opposite the angle to the length of the side adjacent to the angle. In this case, the student wants to find the value of the tangent of ∠P.

The side opposite ∠P is QP and the side adjacent to ∠P is OQ. Given that QP = 80 and OQ = 39, we can calculate tan P as follows:

Therefore, to the nearest hundredth, the value of the tangent of ∠P in ΔOPQ is 2.05.

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To find the value of the tangent of angle P in triangle OPQ, we can use the trigonometric function tangent, which is the ratio of the length of the opposite side to the length of the adjacent side. By substituting the given lengths into the formula, we can calculate the value of tangent to be approximately 0.8989.

In triangle OPQ, we are given that angle Q is a right angle (90 degrees), OQ is 39 units, QP is 80 units, and PO is 89 units. To find the value of the tangent of angle P, we need to use the trigonometric function tangent, which is defined as the ratio of the length of the opposite side to the length of the adjacent side.

Tan(P) = Opposite/Adjacent

In this triangle, the opposite side of angle P is QP and the adjacent side is OP. Therefore, we can substitute the given lengths into the formula:

Tan(P) = 80/89

To find the value of tangent, we can divide 80 by 89 using a calculator or decimal approximation.

Tan(P) ≈ 0.8989 (rounded to the nearest hundredth)

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I do not see the underlined digit, but I will do this for you. The 5 in the thousands place is worth 5000, the 2 in the hundreds place is worth 200, the 9 in the tens place is worth 90, and the 1 in the ones place is worth 1.

Hope this helped!

Nate

Final answer:

In the number 5,291, the digit 5 is in the thousands place (value of 5,000), the digit 2 is in the hundreds place (value of 200), the digit 9 is in the tens place (value of 90), and the digit 1 is in the ones place (value of 1).

Explanation:

The place value of a digit in a number indicates the value of the digit based on its position relative to the other digits. For example, in the number 5,291, the digit 5 is in the thousands place, which means its value is 5,000. Similarly, the digit 2 is in the hundreds place, so its value is 200; the digit 9 is in the tens place, so its value is 90; and the digit 1 is in the ones place, which means its value is simply 1.

Answer:

10+5

Step-by-step explanation:

It is the answer In my views

Answer:

No, the phrase 20 more indicates addition.

For instance, 20 more than 50 is 70.

Answer:

45 Miles

Step-by-step explanation:

Speed = Distance / Time

Distance = Speed * Time

= 7.5 * 6 = 45 Miles

Final answer:

To find the distance traveled by the bicycle rider, multiply the average speed of 7.5 mph by the time of travel of 6 hours, resulting in a total distance of 45 miles.

Explanation:

Calculating Distance Traveled

To calculate the distance traveled by the bicycle rider, we use the formula that relates average speed, distance traveled, and time of travel:

Average speed = Distance traveled / Time of travel

In this scenario, the bicycle rider's average speed is given as 7.5 mph, and the time of travel is 6 hours. Therefore, the distance traveled can be calculated by multiplying the average speed by the time of travel:

Distance traveled = Average speed × Time of travel

Distance traveled = 7.5 mph × 6 h = 45 miles

Therefore, the bicycle rider traveled a total of 45 miles.

Step-by-step explanation:

To solve this system of equations, you can use either substitution or elimination. Let's use the elimination method.

First, multiply the second equation by 4 to make the coefficients of \( x \) in both equations opposites:

\( (2x + 5y) \times 4 = -28 \times 4 \)

This gives us:

\( 8x + 20y = -112 \)

Now, we'll subtract the first equation from this modified second equation:

\( (8x + 20y) - (-8x + 15y) = -112 - (-28) \)

Simplify:

\( 8x + 20y + 8x - 15y = -112 + 28 \)

\( 16x + 5y = -84 \)

Now we have a new equation:

\( 16x + 5y = -84 \)

And the first equation remains the same:

\( -8x + 15y = -28 \)

Now, we can solve this system of equations by elimination or substitution. Let's continue with elimination. Multiply the first equation by 2:

\( -16x + 30y = -56 \)

Now, add this equation to the second modified equation:

\( (-16x + 30y) + (16x + 5y) = -56 - 84 \)

\( 30y + 5y = -140 \)

\( 35y = -140 \)

Divide both sides by 35:

\( y = -4 \)

Now, substitute \( y = -4 \) into one of the original equations to solve for \( x \). Let's use the first equation:

\( -8x + 15(-4) = -28 \)

\( -8x - 60 = -28 \)

Add 60 to both sides:

\( -8x = -28 + 60 \)

\( -8x = 32 \)

Divide both sides by -8:

\( x = -4 \)

So, the solution to the system of equations is \( x = -4 \) and \( y = -4 \).