Write the equation of line in slope-intercept form. Line parallel to y=−2x+3 that passes through the point (−100,−100)

The first reflection reverses the orientation and alters the direction of the vectors representing the sides of the quadrilateral. The second reflection does the same thing. The end result is that the orientation is unchanged by two reflections, and the direction of the sides of the quadrilateral is changed.

The appropriate choice is ...

... B. The resulting image will be a rotation of the pre-image.

_____

The center of rotation will be the point where the lines cross. (That is the invariant point.)

In the attachment, the green quadrilateral RESP is reflected across the line y=2x+7 (blue) to form the blue quadrilateral R'E'S'P'. That is then reflected across the line y = -12x +5 (orange) to give the orange quadrilateral R"E"S"P", which is a rotation of the pre-image.

The amount of rotation is double the angle between the lines, about 62.7°.

you would use the form y2-y1/x2-x1 so in this case it would be 3-0/2+4 which would be 3/6 but simplify your answer and you get would be 1/2 so your answer is 1/2

slope = [tex]\frac{1}{2}[/tex]

to calculate the slope m use the gradient formula

m = ( y₂ - y₁ ) / (x₂ - x₁ )

with (x₁, y₁ ) = (- 4, 0 ) and (x₂, y₂ ) = (2, 3)

m = [tex]\frac{3-0}{2+4}[/tex] = [tex]\frac{3}{6}[/tex] = [tex]\frac{1}{2}[/tex]

other leg = 12 cm

using Pythagoras' identity with x as the side to be found, then

x = √(13² - 5² ) = √(169 - 25 ) =√144 = 12

Answer:

30°

Step-by-step explanation:

The sum of the angles of a quadrilateral is 360°. You have 3 angles given, so can find the fourth using that fact. (The double arcs on angles B and C mean those angles are congruent. Same symbols are used to mark same-size angles.)

... 360° = A + B + C + D

... 360° = A + 115° + 115° + 100°

... 360° -330° = A = 30°

Answer:

The answers are:

m = 9   and     n = 15

Step-by-step explanation:

m/15 = n/25 = 12/20

  m/15 = 12/20

  m/15 = 3/5

  5m = 45

  m = 9

  n/25 = 12/20

  n/25 = 3/5

  5n = 75

  n = 15

m = 9 and n = 15

Find the length( l ) of the leg in the large right triangle using Pythagoras' identity

l = √(25² - 20²) = √225 = 15

the outer and inner right triangles are similar hence the ratios of corresponding sides are equal

[tex]\frac{25}{n}[/tex] = [tex]\frac{15}{m}[/tex] = [tex]\frac{20}{12}[/tex]

using [tex]\frac{25}{n}[/tex] = [tex]\frac{20}{12}[/tex] (cross-multiply )

20n = 300 ( divide both sides by 20 )

n = 15

using [tex]\frac{15}{m}[/tex] = [tex]\frac{20}{12}[/tex] ( cross-multiply )

20m = 180 ( divide both sides by 20 )

m = 9

The usual rules of addition and multiplication apply to complex numbers as well as to real numbers. The true statements are ...

The true statements after evaluating the expression based on principle of commutativity and associativity are :

x = a + bi

y = c + di

z = f + gi

Recall :

Evaluating the options :

Hence, only 3 of the given statements are true, according to the Commutative or Associative rule.

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You find the difference in weight by subtacting the weight of the nickel from the weight of the copper.

... (4/5 kg) - (3/5 kg) = (4 -3)/5 kg = 1/5 kg

The piece of copper weighed 1/5 kg more than the piece of nickel.

Question 1.) Factor completely [tex]12x^{4}+ 6x^{3}+18x^{2}[/tex]

Since [tex]6[/tex] divides all the three terms of the equation, so we take [tex]6[/tex] common out from the equation.

i.e., [tex]6(2x^{4}+ 1x^{3}+3x^{2})[/tex]

Now, since [tex]x^{2}[/tex] divides all the three terms of the equation, so we take [tex]x^{2}[/tex] common out from the equation.

i.e., [tex]6x^{2}(2x^{2}+ 1x+3)[/tex]

Now, this cannot be factored further as [tex]2x^{2}+ 1x+3[/tex] is a quadratic equation and taking out discriminant of it is:

[tex]D = (1)^2 - 4(2)(3)\\  \ \   = 1- 24\\ \ \ = -23<0[/tex]

Since, the discriminant is less than zero. Therefore, the factored form of the given equation :  [tex]12x^{4}+ 6x^{3}+18x^{2}[/tex]  is : [tex]6x^{2}(2x^{2}+ 1x+3)[/tex]

Question 2.) [tex]7x^{3}y+ 14x^{2} y^{3} - 7x^{2}y^{2}[/tex]

Since [tex]7[/tex] divides all the three terms of the equation, so we take [tex]7[/tex] common out from the equation.

i.e., [tex]7(x^{3}y+ 2x^{2} y^{3} - x^{2}y^{2})[/tex]

Now, since [tex]x^{2}y[/tex] divides all the three terms of the equation, so we take [tex]x^{2}y[/tex] common out from the equation.

i.e., [tex]7x^{2}y(x+ 2y^{2} - y)[/tex]

Therefore, the factored form of the given equation :  [tex]7x^{3}y+ 14x^{2} y^{3} - 7x^{2}y^{2}[/tex]  is : [tex]7x^{2}y(x+ 2y^{2} - y)[/tex]

Question 3.) What is the Greatest Common Factor of [tex]x^{6}[/tex] and [tex]x^{3}[/tex] ?

The Greatest Common Factor of two numbers is the biggest number which divides both the given numbers completely.

Now, for the expressions [tex]x^{6}[/tex] and [tex]x^{3}[/tex]:

Since, [tex]x^{3}[/tex] divides both the expressions completely and it is the biggest expression which divides both the expressions.

Therefore, [tex]x^{3}[/tex] is the Greatest Common Factor of [tex]x^{6}[/tex] and [tex]x^{3}[/tex]

Answer:

#2 is definatly B

Step-by-step explanation:

Final answer:

The ratio of boys to girls in the class is 14:12, which simplifies to 7:6.

Explanation:

The ratio of boys to girls in the class is determined by comparing the number of boys to the number of girls.

Given that there are 14 boys and 12 girls, the ratio of boys to girls is:

14 boys : 12 girls

This can be simplified by dividing both numbers by the greatest common divisor, which is 2 in this case.

Hence, the simplified ratio is:

7 boys : 6 girls

Answer:

x = 126

Step-by-step explanation:

Square both sides of the equation. (sqrt2x+4)^2 = 16^2

2x+4 = 256

Then you should solve for x. (First Subtract 4 from both sides; Then simplify; Next divide both sides by 2; Finally, simplify once more)

This should give you your answer. (x = 126)

Hope this helps! ^-^

Answer:

x = 72

Step-by-step explanation:

sqrt {2x} +4 = 16

sqrt {2x} = 12

2x = 12 ^ 2

x = 144/2

x = 72

If you wanted to write:

sqrt {2x + 4} = 16

2x + 4 = 16 ^ 2

2x + 4 = 256

2x = 252

x = 252/2

x = 126

2/3 (5/3)(-1) = -10/9

Answer:

-7/9

Step-by-step explanation:

2/3(3 - 1/3)(-1) = (1-2/9)(-1) = -1+2/9 = -7/9

Answer:

h(0) is equal to 2.

Step-by-step explanation:

In order to find this, we first put 0 in for x in the g(x) equation.

g(x) = 2x - 1

g(0) = 2(0) - 1

g(0) = -1

Now that we have this, we can stick the answer for g(x) into the f(x) equation.

f(x) = 1 - g(x)

f(x) = 1 - -1

f(x) = 1 + 1

f(x) = 2

The value of [tex]h(0)[/tex] is 2.

It is given that,

Explanation:

We have,

[tex]h(x)=1-g(x)[/tex]

[tex]h(x)=1-(2x-1)[/tex]

[tex]h(x)=1-2x+1[/tex]

[tex]h(x)=2-2x[/tex]

Substitute [tex]x=0[/tex] in the above function.

[tex]h(0)=2-2(0)[/tex]

[tex]h(0)=2-0[/tex]

[tex]h(0)=2[/tex]

Thus, the value of [tex]h(0)[/tex] is 2.

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Answer:

The dog was running towards the trainer to receive a treat

Step-by-step explanation:

At the point on the graph where Time is 5 (seconds), the slope of the distance vs time curve is negative, indicating the dog is moving toward the trainer. The motivation of the dog is unknown, so the above answer choice involves speculation that is not supported by the problem statement.

Answer:B.The dog was running towards the trainer to receive a treat.

Step-by-step explanation:cuz im right

The marks on the line segments tell you they are the same length, and that the triangle is an equilateral triangle. That tells you the angles are the same size, and all are 60°. This lets you find x and y.

(7x+4)° = 60°

7x = 56 . . . . . . . . divide by °, subtract 4

x = 8 . . . . . . . . . . divide by 7

_____

(8y+12)° = 60°

8y = 48 . . . . . . . . divide by °, subtract 12

y = 6 . . . . . . . . . . divide by 8

[tex]4y=2x-10[/tex] and [tex]y=6[/tex]

use the second expression to calculate the left-hand side of the first equation:

[tex]4\cdot 6 = 2x -10\\24 = 2x -10[/tex]

Add 10 to both sides if this equation to get

[tex]34 = 2x[/tex]

and divide both sides by 2

[tex]17 = x[/tex]

this proves that x = 17, give the two initial equations

Answer: the angles are if the 30° is in the first quadrant:

30°, 150°, 30°, 150° (from quadrant one to quadrant four)

Step-by-step explanation:

If two lines intersect, and one of the angles that form is 30°, we have that:

Now, suppose that you have only a line, this is the representation of a 180° angle, then if you divide it with a line and one of the angles created is 30°, the other angle must be equal to 150°

and on the other side of the line we will have a mirrored image, right next to the 150° we should see another 30° angle, and after that another 150° angle.

(a) $0.80

(b) 1.25 m

(a) Put 1 where L is, and evaluate the equation.

... p = 0.8·1 = 0.8

The cost for 1 meter of rope is $0.80.

(b) Put 1 where p is and solve for L.

... 1 = 0.8L

... 1/0.8 = L = 1.25

The length of rope that costs $1 is 1.25 meters.

Answer:

a. $ 0.8

b. 1.25 meters.

Step-by-step explanation:

Given equation that represents the price p (in dollars) of a piece of nylon rope having length L meters,

[tex]p=0.8L[/tex]

a. If L = 1 meter,

The cost of the rope would be,

[tex]p=0.8(1) = \$ 0.8[/tex]

b. if p = $ 1.00,

[tex]\implies 1 = 0.8L[/tex]

[tex]\implies L=\frac{1}{0.8}=1.25[/tex]

Thus, the length of the rope would be 1.25 meters.

a.) The orientation of ABCD is clockwise, as is the orientation of A'B'C'D'. This means the transformation involves a even number of reflections (may be 0). The orientation of AB is North, and the orientation of A'B' is West, so a rotation of 90° CCW (or equivalent) is involved. We can find the point of intersection of the perpendicular bisectors of AA' and BB' (at (-1, -1)) to determine a suitable center of rotation.

ABCD can be transformed to A'B'C'D' by ...

b.) Rotation by 90° can also be accomplished by reflection across a diagonal line. Since we want the orientation to remain unchanged, we need another reflection to put the figure into its final position. A suitable alternate sequence for mapping ABCD to A'B'C'D' is ...

Umm. What is the question?

The design and layout of a Baseball Field Design to the game experience by affecting play flow and ensuring visibility, vital for both players and fans. Elements like the diamond infield and the extensive outfield reflect American sports culture, which emphasizes strategy and skill, and has historically fostered community engagement and identity.

The design and layout of a baseball field significantly impact the experience of the game by determining the flow of play and the visibility of actions, which is crucial for player performance and fan engagement.

Specific elements, such as the diamond shape of the infield and the expansive outfield, align with the American sports culture, which values a balance between strategy and physical skill, offering a variety of play styles from power hitting to meticulous base running.

The historical evolution of professional baseball teams and their ballparks reflects a facet of American identity through sports, as communal spaces like Fenway Park and Forbes Field facilitated a collective civic pride and a space for social interaction among diverse groups including immigrants.

Moreover, participation in sports, even at the informal level of pickup games, represents an integral part of cultural dynamics in American society, aligning with the practice of community building and local support within the cultural geography framework.

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The probable question may be:

How does the design and layout of a baseball field contribute to the overall experience of the game, and what specific elements align with the principles of American sports culture as taught in the curriculum?

Using geometry:

Since M is the origin, point B is the mirror image of point A with respect to the origin. From the origin to point A, you go 5 units left and 4 units up. For the mirror image, start at the origin, and go 5 units right and 4 units down.

Answer: B(5, -4)

Using the midpoint formula:

[tex] x_m = \dfrac{x_1 + x_2}{2}~~~and~~~y_m = \dfrac{y_1 + y_2}{2} [/tex]

[tex] 0 = \dfrac{-5 + x_2}{2}~~~and~~~0 = \dfrac{4 + x_2}{2} [/tex]

[tex] 0 = -5 + x_2~~~and~~~0 = 4 + x_2 [/tex]

[tex] -x_2 = -5~~~and~~~-4 = x_2 [/tex]

[tex] x_2 = 5~~~and~~~x_2 = -4 [/tex]

Answer: B(5, -4)

As you can see, both methods give you the same answer.

We can say that nearly all of the students got between a 54 and a 96, that 95% got between a 61 and an 89, and about two-thirds got between a 68 and an 82, but there may be other conclusions one may wish to draw.

Answer:

C. -1/2

Step-by-step explanation:

7π/6 radians is equivalent to (7π/6)(180°/π) = 210°, a 3rd-quadrant angle whose reference angle is 30°. The sine of angles in the 3rd quadrant is negative.

sin(30°) = 1/2

sin(210°) = -sin(30°) = -1/2

_____

In radians mode, your calculator can tell you this result directly.

C - [tex]\frac{1}{2}[/tex]

sin(7π / 6 )

note 7π\6 is in the third quadrant where sin is negative

the related acute angle to 7π/6 is 7π/6 - π = π/6

sin (7π/6) = - sin(π/6) = - [tex]\frac{1}{2}[/tex]

(-x³ +3x +4) -(2x³ +7x² -9) = -x³ +3x +4 -2x³ -7x² +9 . . . . eliminate parentheses

= x³(-1-2) +x²(-7) +x(3) +(4+9)

= -3x³ -7x² +3x +13 . . . matches the second choice.

24/4 = 6/1

40/5 = 8/1

The answer is 6/1 and 8/1.

Best of luck.

The missing number unit rate of 24/4=?/1 is 6 and 40/5=?/1 is 8.

The missing number of each unit rate is 24/4=?/1 and 40/5=?/1.

Let the missing number be x.

The missing number is determined by cross multiply and then solving for the value of x.

The missing number is,

[tex]\rm \dfrac{24}{4} = \dfrac{x}{1}\\\\24 \times 1 = x \times 4\\\\24 = 4x\\\\x = \dfrac{24}{4}\\\\x = 6[/tex]

And another missing number is,

[tex]\rm \dfrac{40}{5} = \dfrac{x}{1}\\\\40 \times 1 = 5 \times x\\\\40 = 5x\\\\x = \dfrac{40}{5}\\\\x = 8[/tex]

Hence, the missing number unit rate of 24/4=?/1 is 6, and 40/5=?/1 is 8.

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she would need to ride for 61 minutes

the diagram on the top left hand side is a function

For each value of x on the domain (x- axis ) there can only be one corresponding value of y in the range (y- axis)

Apart from the diagram on the top left side, the other 3 all fail this definition

Answer:

$2268

Step-by-step explanation:

Luna's total mortgage payments for the year would be

... (monthly payment)×(number of months in a year)

... = $2100×12 = $25,200

Of that, 9% went to interest, so the interest amount is ...

... $25,200×9% = $2268

_____

About percentages

Your calculator may do percentages directly. If not, it can be helpful to realize that the percent symbol (%) means the same thing as /100 (divided by 100). So, 9% = 9/100 = 0.09

Answer:

$2268

Step-by-step explanation:

did it on apXX