Polygon ABCD is translated to create polygon A'B'CD'. Point A is located at(1,
5), and point A'is located at (-2, 3). Which expression defines the
transformation of any point (x, y) to (x,y) on the polygons?
x'= x-3
y'= y - 2
X'=x-2
y'=y-3
Ox'= x-1
y'=y-8
x = x + 3
y = y'+2

assuming that the bases are placed correctly, the bases connected draw a square, each side being 90 ft long. We multiply 90 by the amount of sides(4) to find the total distance/perimeter = 360.

The distance around the bases in meters will be 27.432 meters.

In one feet there are 0.3048 meters.

Given is a baseball field measures 90 feet between each base.

Distance between each base in feet = [d] = 90 feet

The distance between each base in meters will be -

D [meters] = 90 x 1 ft

D [meters] = 90 x 0.3048 meters

D [meters] = 27.432 meters

Therefore, the distance around the bases in meters will be 27.432 meters.

To solve more questions on unit conversion, visit the link below-

https://brainly.com/question/17227982

#SPJ2

-2.75 is less then -2.5 or -2.50. For negatives only, if the number is less it is greater, and if a number is greater it is less.

Brainliest please!

Answer:

Yes.

Step-by-step explanation:

You can divide both the numerator (18) and the denominator (10) by 2 (also called simplifying) in order to get 9/5.

the smaller and the larger number are

17 and 22 respectively

Step-by-step explanation:

let the numbers be x and y

from the expression; The sum of two numbers is 39 means that

x + y=39

let y be the smaller number and x be larger number.

but from the expression

The larger number is 5 more than the smaller is written as

x=5+y

put it in the first equation to get

5+y+y=39

5+2y=39

2y=39-5

2y=34

y=34/2

y=17

put the y value in the equation to get the x value

thus

x=5+y

x=5+17

x=22

Answer:C

Step-by-step explanation:It is C since if it keeps doubling till Saturday the equation would be 2x2x2x2x2x2x2 which equals 128 :)

Answer:

[tex]\large\boxed{\dfrac{f(x+h)-f(x)}{h}=4x+2h}[/tex]

Step-by-step explanation:

[tex]f(x)=2x^2+4\\\\f(x+h)=2(x+h)^2+4\qquad\text{use}\ (a+b)^2=a^2+2ab+b^2\\\\f(x+h)=2(x^2+2xh+h^2)+4\qquad\text{use the distributive property}\\\\f(x+h)=2x^2+4xh+2h^2+4\\\\\text{Substitute to}\ \dfrac{f(x+h)-f(x)}{h}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{2x^2+4xh+2h^2+4-(2x^2+4)}{h}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{2x^2+4xh+2h^2+4-2x^2-4}{h}\\\\\text{combine like terms}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{4xh+2h^2}{h}\qquad\text{distribute}\\\\\dfrac{f(x+h)-f(x)}{h}=\dfrac{h(4x+2h)}{h}\qquad\text{cancel}\ h[/tex]

[tex]\dfrac{f(x+h)-f(x)}{h}=4x+2h[/tex]

Viable answers are valid and workable solutions to a problem or question, while non-viable answers are either invalid or impractical. Viable answers lead to successful outcomes, while non-viable answers lead to wasted time and effort.

A viable answer is a response that is both valid and workable, meaning that it is a possible solution to a particular problem or question.

A non-viable answer, on the other hand, is a response that is either invalid or impractical, meaning that it cannot be considered a feasible solution.

For example, if you were solving a math problem, a viable answer would be one that is both correct and can be proven using the appropriate mathematical principles. A non-viable answer would be one that is incorrect or cannot be supported by the relevant mathematical rules.

It is important to distinguish between viable and non-viable answers because the former can lead to successful outcomes, while the latter can lead to wasted time and effort.

Additionally, viable answers are often the result of careful analysis and critical thinking, while non-viable answers are often the result of guesswork or inadequate understanding of the problem at hand.

To learn more about mathematical statements visit:

brainly.com/question/30808632

#SPJ2

Final answer:

A viable answer is supported by correct and logical reasoning, while a non-viable answer may be correct but lacks valid argumentation or is based on incorrect assumptions. Subjective questions or those with technical limitations require context-specific responses, and in science, viable answers must be empirically testable.

Explanation:

Understanding the difference between a viable answer and a non-viable answer is crucial in educational settings. A viable answer not only provides a correct solution but is supported by logical reasoning and evidence. On the other hand, a non-viable answer, regardless of its correctness, lacks coherent reasoning or is based on faulty premises. For instance, to consider an organism "alive," biologists typically require that it exhibits certain characteristics such as metabolism and the ability to reproduce. An example of a non-viable answer would be stating a virus is "alive" because it can reproduce; however, this overlooks the fact that viruses do not have a metabolism and require a host cell to replicate.

Moreover, in questions of subjective nature or those bounded by technical limitations, what might constitute a viable answer often depends on the context and the refinement of the question. For instance, a question about the value of life from different religious and non-religious perspectives cannot have a single, universally correct answer, and therefore, responses would vary based on individual beliefs and interpretations.

Lastly, in scientific inquiries, distinguishing between questions that are answerable through scientific methods versus those that are not is a key skill. Scientific questions are those that can be tested and substantiated by evidence and experimentation, whereas non-scientific questions rely on personal judgment, opinion, or beliefs. Science can provide viable answers backed by empirical evidence, such as the concept of viable but nonculturable (VBNC) states in cells, which is a scientific theory that can be tested under specific conditions.

Answer:

The answer to your question is letter A.

Step-by-step explanation:

A. This graph shows that is the sine graph, but it was moved to units up.

B. This is not the equation of the graph because the sine is negative then the graph should be inverted.

C. This is not the equation of the graph because the cosine graph starts in 1.

D. This is not the equation of the graph because it is cosine negative and the graph is different.

Answer:

[tex]y=sinx +2[/tex]

Step-by-step explanation:

We have to choose the function whose graph is given.

A.[tex]y=sinx+2[/tex]

Substitute x=0 then

[tex]y=0+2=2[/tex]

Therefore, y- intercept is at y=2.

Substitute [tex]x=\frac{\pi}{2}[/tex]

[tex]y=sin\frac{\pi}{2}+2=1+2=3[/tex] because ([tex]\sin\frac{\pi}{2}=1[/tex])

Substitute  [tex]x=-\frac{\pi}{2}[/tex]

Then we get

[tex]y=sin(-\frac{\pi}{2})+2=-sin\frac{\pi}{2}+2=-1+2=1[/tex]

[tex] sin (-x)=-sinx[/tex]

Therefore, given graph is [tex]y=sinx +2[/tex]

B.[tex]y=-sinx+2[/tex]

When Substitute  [tex]x=-\frac{pi}{2}[/tex]

Then, [tex]y=-sin(-\frac{\pi}{2})+2=sin\frac{pi}{2}+2=1+2=3[/tex]

But  in graph at [tex]x=-\frac{pi}{2}[/tex] , y=-1

So,It is not true.

C.[tex]y=cosx+2[/tex]

When x=0

then we get [tex]y=cos0+2=1+2=3[/tex] (cos 0=1)

But in graph  y - intercept at y=2

So, it is false.

D.[tex]y=-cosx+2[/tex]

Substitute x=0

Then, we get

[tex]y=-cos 0+2=-1+2=1[/tex]

So, it is false.

Answer: [tex]y=sinx +2[/tex]

Answer:

[tex]17x = y[/tex]

Step-by-step explanation:

Since we know that you write 17 text messages a week. 17 will be our constant number, now then after you said for x weeks.

Meaning that x would be our variable cause we can put an input of any number, then put it next to 17 because that is how many times you text a week.

17x = y

17 (how many times you text per week) x (how many weeks) = y (texts in total)

150-35 is 115 dollers!!

Final answer:

After arranging the data for each company and calculating the first and third quartiles, we found that the interquartile range for Company A's students (IQR = 2) is 1 more than the interquartile range for Company B's students (IQR = 1).

Explanation:

The interquartile range (IQR) is a measure of the middle spread of a data set, calculated as the difference between the third quartile (Q3) and the first quartile (Q1). To find the interquartile range for each group of students, we will first need to arrange each company's data in ascending order and then find the values of Q1 and Q3 for each group.

For Company A, the data in ascending order is: 1, 1, 1, 2, 2, 3, 3, 4, 5. Q1 is the median of the first half (1), and Q3 is the median of the second half (3). Thus, IQR is 3 - 1 = 2.

For Company B, the data in ascending order is: 1, 1, 2, 2, 2, 2, 2, 3, 3. Q1 is the median of the first half (1.5), and Q3 is the median of the second half (2.5). So, IQR is 2.5 - 1.5 = 1.

Comparing the IQRs, we find that the interquartile range for Company A's students is 1 more than the interquartile range for Company B's students.

Answer:C

Step-by-step explanation: The probability of choosing a girl is the number of girls over the total number of students. Since there are 16 girls and 16+18 students, 16/34=8/17. Hope this helps! (Could I please have brainliest?)

The probability of the teacher choosing a girl to answer the question is 8/17. The correct option is C.

To calculate the probability of the teacher choosing a girl to answer the question, we need to determine the ratio of the number of girls to the total number of students.

In the given class, there are 16 girls and 18 boys, making a total of 16 + 18 = 34 students.

The probability of selecting a girl is the number of favourable outcomes (girls) divided by the total number of possible outcomes (students).

Therefore, the probability is 16 (number of girls) / 34 (total number of students).

Simplifying this fraction, we have 8/17.

Hence, the correct option is C. 8/17, which represents the probability of the teacher choosing a girl to answer the question.

To know more about probability follow

https://brainly.com/question/27987124

#SPJ2

Answer:

The answer is -7

Step-by-step explanation:

-5 - 3 = -8

-8 + 1 = -7

Hope I helped :)

Answer:

-7

Step-by-step explanation:

The rule for subtraction, in this case it is -5-3, you change the subtraction sign to addition and use the opposite of the second number, making it -5+(-3) which is -8. Then, you add 1 to -8, and the rule for this specific expression is to take the absolute value of both -8 and 1, then subtract the two, making the expression as of now 8-1. Subtract them, and get 7, but you take the sign of whichever number had the greatest absolute value, which was -8, so now the answer is -7. That's how you get your answer

-5-3+1= -5+(-3)+1

-8+1= |-8|-|1|

8-1= -7 (because you take the sign with the greatest absolute value, which is -8.)

Answer:

4 + 5x = x - 2

Answer:

4 + 5x = x - 2

x=-1.5

Step-by-step explanation:

4 + 5x = x - 2

subtract 4 from both sides (or add negative whichever you prefer)

5x=x-6

now subtract x from both sides

4x=-6

now divide by 4

x=-1.5

The cost of each bottle of mineral water is $0.87.

To find the cost of each bottle of mineral water, we need to divide the total cost of the case by the number of bottles in the case. A case contains 2 boxes and each box contains 4 bottles, so there are 2 x 4 = 8 bottles in a case. The cost of a case is $6.96, so the cost of each bottle is $6.96 divided by 8, which equals $0.87.

https://brainly.com/question/32566805

#SPJ12

The cost of each bottle of mineral water is $0.87.

To find the cost of each bottle of mineral water, we need to divide the total cost of the case by the number of bottles.

The case of mineral water contains 2 boxes, and each box contains 4 bottles.

So, the total number of bottles in the case is 2 x 4 = 8.

Since the cost of the case is $6.96,

we can divide it by the number of bottles to find the cost of each bottle: $6.96 / 8 = $0.87.

https://brainly.com/question/16150850

#SPJ12

Answer:

16

Step-by-step explanation:

7/16 = 7/16

1/4 = 4/16

Answer: 4 is 12.5% of 32

Step-by-step explanation:

12.5/100 = 0.125

4/0.125 = 32

Unknown number in the question is [tex]32.[/tex]

Let the unknown number is [tex]n[/tex].

It has been given in the question that 4 is 12.5% of the unknown number,

Therefore, expression for the statement will be,

12.5% of [tex]n[/tex] = 4

[tex]\frac{12.5}{100}\times n=4[/tex]

[tex]\frac{1}{8}\times n=4[/tex]

[tex]n=8\times 4[/tex]

[tex]n=32[/tex]

       Hence, unknown number is [tex]32[/tex].

Learn more,

https://brainly.com/question/748483

Answer:

14+12=26

Step-by-step explanation:

i worked it pls give brainliest

Answer:

jacob is 12 and his sister is 14. this is the correct answer.

Step-by-step explanation:

hope this helps.

Answer:

The slope of the line is ⅓.

The y-intercept is at (0,3).

The linear equation for the line is:

y=⅓x+3

The linear function represented by the graph has a slope of 3 and a y-intercept of 9. The equation of the linear function is y = 3x + 9.

The linear function represented by the graph has a slope of 3 and a y-intercept of 9. The slope of a line represents the rate of change of the y-values with respect to the x-values, while the y-intercept is the value of y when x=0. In this case, for every increase of 1 on the horizontal axis, the vertical axis increases by 3 units. The equation of the linear function is y = 3x + 9.

Answer:

$36.78

Step-by-step explanation:

First, let’s figure out how much of his money he spent on the total amount of books.

We’ll take his staring amount ($331) and subtract it by how much money he had left over ($16)

$331 - $16 = $315

So now we know that he spent $315 for ALL the books.

Now, we divide $315 by how many books he purchased (9) to find out how much he paid for EACH book

$315 ÷ 9 = $35

Therefore, EACH book costs $35

Hope this helps you

- AaronWiseIsBae

Answer:

24 months or 2 years

Step-by-step explanation:

For every 6 months it costs $500 then 1 year would be $1000 because there are 12 months in a year. Then just multiply that times 2 because they have $2000 then you would get 24 :)

Answer:

39. 29

36. 50

33. 7

30. 33

Step-by-step explanation:

39. According to the Order of Operations, in this case, Subtraction & Addition are evaluated after Division & Multiplication:

[tex]6 \times 4 + 5 = 24 + 5 = 29[/tex]

36. Evaluate everything since everything is wrapped in parentheses:

[tex](3 + 2) \times (4 + 6) = 5 \times 10 = 50[/tex]

33. Evaluate everything inside of parentheses FIRST:

[tex]14 - (8 - 2) - 1 = 14 - 6 - 1 = 7[/tex]

I am joyous to assist you anytime.

Answer:

k=12

Step-by-step explanation:

60÷5=12

5+5+5+5+5+5+5+5+5+5+5+5=60

↑=12 5's

Hope this helps!!!

Brady

Answer:

It's 12

Step-by-step explanation:

60 = 5k

or, 60/5 =k

or, k=12

Hence, 60 is 5 times great as 12

Was it useful?

Answer:

Carmen would have to sell 8 cars in a month to get the same pay from either dealership.

Step-by-step explanation:

Let c = cars sold

Dealership #1 = 2500 + 125c

Dealership #2 = 2700 + 100c

2500 + 125c = 2700 + 100c

125c - 100c = 2700 - 2500

25c = 200

c = 8

Answer:

No

Step-by-step explanation:

The reflection (R) around the line y = 1 is not the point illustrated.

Notice that the original point M (5,-2) is THREE (3) units below the line y=1, therefore when doing the reflection, it should end up THREE units above the y=1 line.

That is, it should end up at the point (5,4 ) and not at (5,3) as is shown in the picture.

The total cost f(x), in dollars, for renting a car for a day and driving it x miles is shown:

f(x) = 90 + 0.11x

What does f(30) represent?

Answer:

The number of dollars it costs to drive the car 30 miles

option C. The number of dollars it costs to drive the car is 30 miles.

The total cost f(x), in dollars, for renting a car for a day and driving it x miles is shown:

f(x) = 90 + 0.11x.

What does f(30) represent?

It represents the number of dollars it costs to drive the car 30 miles.

1.5 gallons

Good luck on your trip. We hope that our "How much gas to drive 30 miles?" page made the trip planning a little easier for you.

Learn more about miles at

https://brainly.com/question/10428039

#SPJ2

To show your work for the subtraction [tex]\(50.04 - 1.103\)[/tex], follow these steps:

1. Line up the Decimals:

  Align the decimal points of both numbers, ensuring they are in the same vertical position.

[tex]\[ &50.040 \\ - &1.103 \end{align*} \][/tex]

2. Subtraction:

  Begin subtracting from the rightmost column. Subtract 3 from 0, borrow 1 from 4, subtract 0 from 10, subtract 1 from 4, and subtract 1 from 5.

[tex]\[50.040 \\ - &1.103 \\ \underline{-} \end{align*} \][/tex]

[tex]\[ 48.937 \][/tex]

3. **Final Result:**

  The result of [tex]\(50.04 - 1.103\)[/tex] is [tex]\(48.937\).[/tex]

By displaying each step of the subtraction process, you provide a clear and organized representation of your work.