CAN A KIND SOUL PLEASE HELP ME OUT??!!!!!!!!!!!!!!

The translation (x, y)->(x + 10, y – 6) is applied to triangle ABC to create a new image triangle A’B’C’. Graph triangle A’B’C’ on the coordinate plane.

please show how you got it so I can see if the answer makes sense!!!!

Perimeter of square = Perimeter of rectangle

=> 4(side) = 2(length + width)

=> 4(x+5) = 2[(x+3)+(x+7)]

=> 4(x+5) = 2[x+3+x+7]

=> 4x + 20 = 2x + 6 + 2x + 14

=> 4x + 20 = 4x + 20

=> 4x - 4x + 20 = 20

=> 20 = 20

So, any real number is the solution of this equation. It means that for every real number as x, the perimeter of the square will be same as the perimeter of the rectangle.

Answer:

x=60°

Does the answer help you?

Answer:

x=60°

Step-by-step explanation:

Hi there!

We are given that <ABD and <DBC are complementary angles.

If two angles are complementary, it means that they add up to 90 degrees.

In that case, <ABD + <DBC=90°.

We're also given that m<ABD=30° and m<DBC=x.

Substituting those values into the equation will give us:

30°+x=90°.

Subtract 30° from both sides.

x=60°.

Hope this helps!

Answer:

8.555.... is a irrationtional number .

Answer:

C.

Brainliest, please!

Step-by-step explanation:

A negative exponent means that the number is really small, which is true in this case.

Answer:

0.00000135

Step-by-step explanation:

1.35 x 10-5 means,

1.35/100000

=>0.00000135

Answer:

g(x) = -2(x - 6) - 7

Step-by-step explanation:

Sorry if I'm wrong

Hey there! I'm happy to help!

So we want to see which of these have the greatest value. Since these are all negative numbers, we want the one that is closest to zero.

So, we know that -1000 is going to furthest from 0. -10 will be further than -8 since it is a larger negative number, so it will be more negative than -8.

-1/2 is just barely negative, so it is going to be closer to -0 than -8, so the correct answer is C. -1/2.

Have a wonderful day and keep on learning! :D

Answer:

see explanation

Step-by-step explanation:

If 2 angles and the included side of one triangle are congruent to 2 angles and the included side of another triangle, then the triangles are congruent.

NQ is an angle bisector then ∠ MNQ = ∠ PNQ

∠ M = ∠ N , so the triangle is isosceles with 2 equal legs, then

MN = PN

----------------------------------------------

∠ MNQ = ∠ PNQ

MN = PN ( included sides between the 2 angles )

∠ M = ∠ N

Δ MNQ ≅ Δ PNQ by the ASA postulate

Answer:

Step-by-step explanation:

In Δ MNP,

∠NMQ ≅ ∠NPQ

⇒ NM = NP - ------> (I)     {Sides opposite to equal angles are equal}

In ΔMNQ & ΔPNQ,

∠MNQ  ≅ ∠PNQ             {NQ is angle bisector}

NM  = NP                     {from (I)}

∠NMQ ≅ ∠NPQ           {Given}

ΔMNQ ≅ ΔPNQ          -  Angle Side Angle  {ASA congruent}

⇒x (x+2) + x + 2

⇒x² + 2x + x + 2

⇒x² + 3x + 2

☛ By Splitting the middle term method

⇒x² + 3x + 2

⇒x² + 2x + x + 2

⇒ x(x+2)+1(x+2)

⇒ (x+1) (x+2)

a. From the data recorded for the number of minutes Mahesh bus ride took over a two-week period, Mean = 9.7 minutes, Median = 9.5 minutes, Mode = 12 minutes, Range = 5 minutes.

b. The measure Mahesh will use to describe how many minutes  the duration of his bus ride may differ from day to day is the range.

From the question,

The data for the first week are

Week 1: 12, 8, 10, 9, 12

and for the second week

Week 2: 8, 7, 12, 9, 10

Putting the data together, we have  

12, 8, 10, 9, 12, 8, 7, 12, 9, 10.

Now,

]a. To determine the mean of the above data,

Mean is the average of the numbers. The mean can be determined by adding up the numbers and then dividing by the count of the numbers.

From the above, we have 10 numbers

∴ [tex]Mean = \frac{12+8+10+9+12+8+7+12+9+10}{10}[/tex]

[tex]Mean = \frac{97}{10}[/tex]

Mean = 9.7 minutes

For the median of the data

The median of a given set of numbers is the middle value when the numbers are sorted either in the ascending or descending order.

For the data 12, 8, 10, 9, 12, 8, 7, 12, 9, 10

Arranging in ascending order, we get

7, 8, 8, 9, 9, 10, 10, 12, 12, 12.

Since we have two numbers (9 and 10) in the middle, the median can be determined by the finding the average of these numbers.  

∴ [tex]Median = \frac{9+10}{2}[/tex]

[tex]Median = \frac{19}{2}[/tex]

Median = 9.5 minutes

For the mode of the data

The mode is the value that occurs most often.

From the data, 12 occurs most often (three times)

∴ Mode = 12 minutes

For the range of the data

Range is the difference between the highest and lowest values.

From the data

Highest value = 12

Lowest value = 7

∴ Range = 12 - 7

Range = 5 minutes

b. For the measure Mahesh will use to describe how many minutes  the duration of his bus ride may differ from day to day.

Here, we are talking about measures of dispersion. The only measure of dispersion from above is range.

∴ The measure Mahesh will use to describe how many minutes  the duration of his bus ride may differ from day to day is the range.

Hence,

From the data recorded for the number of minutes Mahesh bus ride took over a two-week period, Mean = 9.7 minutes, Median = 9.5 minutes, Mode = 12 minutes, Range = 5 minutes

and the  measure Mahesh will use to describe how many minutes  the duration of his bus ride may differ from day to day is the range.

Learn more here: https://brainly.com/question/16882439

Answer:

A. The number of women and the number of men included in the data

Step-by-step explanation:

The boxplot is a useful way to display data. It represents the distribution of data in a five-number summary. These five numbers include the minimum, first quartile, median, third quartile, and maximum. Respectfully, each line on the graph, from left to right, represents one of these numbers. However, because the graph only shows the distribution of data, it does not include the sample size.

Here we need to use what we know about rectangles to make a system of equations.

By solving that system we found that the tile has a length of 36 inches and a width of 21 inches.

Remember that for a rectangle of length L and width W, the perimeter is:

P = 2*(L + W)

And the area is:

A = W*L

Here we know that the perimeter is 114 inches, then we can write:

114in = 2*(L + W)

We also know that the area is 756 in^2, then we can write:

756 in^2 = L*W

So we found two equations, which means that we have a system of two equations with two variables:

114in = 2*(L + W)

756 in^2 = L*W

To solve this, the first step is to isolate one of the variables in one of the equations, we can isolate L in the first equation:

114in = 2*(L + W)

114in/2 = (L + W)

57in = L + W

57in - W = L

Now that we have an expression equivalent to L, we can replace it in the other equation to get:

756 in^2 = L*W

756 in^2 = (57in - W)*W

Now we can solve this for W.

756 in^2 = W*57in - W^2

W^2 - W*57in + 756 in^2 = 0

The solutions are given by the Bhaskara's formula:

[tex]W = \frac{57in \pm \sqrt{(-57in)^2 - 4*1*(756in^2)} }{2*1} = \frac{57in \pm 15in}{2}[/tex]

Then the two possible values of the width will be:

W = (57in + 15in)/2 =  36 in

W = (57in - 15in)/2 = 21 in

Suppose that we choose the second solution, W = 21in

Now using the equation 57in - W = L we can find the value of L

L = 57in - W = 57in - 21in = 36in

L = 36in

Then we found that the tile has a length of 36 inches and a width of 21 inches.

If you want to learn more, you can read:

https://brainly.com/question/11137975

Answer:

556

Step-by-step explanation:

Surface area=2*(lb+bh+lh)=2*(110+80+88)=556

Answer:

a) attached below

b) Ic3 = Ic2 + Ic1 + index of a fixed point in ( C°₁ U C°₂ )^c n c₃

Step-by-step explanation:

A) sketch of the arrangement of the cycles

attached below

b) prove that at least one fixed point in the attached region is bounded

Given that : Ic3 = Ic2 = Ic1 = 1

hence : Ic3 = Ic2 + Ic1 + index of a fixed point in ( C°₁ U C°₂ )^c n c₃

This is a prove that at least one fixed point is bounded by C1 , C2 , C3

Answer:

96.94%

Step-by-step explanation:

Steps to solve "what percent is 950 of 980?" If you are using a calculator, simply enter 950÷980×100 which will give you 96.94 as the answer.

Answer:

96.94%

Step-by-step explanation:

The ratio of the number of students who went to the zoo to the number of students who did not go to the zoo is 1: 5. Hence option C is true.

Given that;

The students in Shawn's class got to choose whether to visit the zoo or the aquarium.

Here, 3 students went to the zoo and 15 students went to the aquarium.

Hence, the ratio of the number of students who went to the zoo to the number of students who did not go to the zoo is,

Ratio = 3 : 15

Ratio = 3/15

Ratio = 1/5

Ratio = 1 : 5

Thus, option C is true.

Learn more about the ratio visit:

https://brainly.com/question/12024093

#SPJ3

Answer:

D. [tex]\frac{9x^2+14}{18x}[/tex]

Step-by-step explanation:

Find the common denominator, 18x.

Simplify.

Add.

I hope this helps!

Answer: D

Step-by-step explanation:

Common denominator 18x

18x/2=9x.

(9x)(x) = 9x^2

18x/9x=2

(2)(7)=14

(9x^2+14)/18x

Answer:   -80

Step-by-step explanation:

g = -3,5

8 - |2g - 5| = 8 - |2 · (-3,5) - 5| =

= 8 - |-7 - 5| = 8 - |-12| = 8 - 12 = -4

Answer:

a=2

b=-3

c=2

d=0

Step-by-step explanation:

3a+b=3......1

3c-d=6.......2

a-b=5....... 3

a+b+d=2d-1

a+b=2d-d-1

a+b=d-1......4

taking equation 1 and 3 we get,

3a+b =3....... 1

a-b=5

a=5+b

substitute the value of a in equation 1 we get,

3*(5+b)+b=3

15+3b+b=3

4b=3-15

4b=-12

b=-12/4

b=-3

now putting the value of b in equation 3 we get,

a-b=5

a+3=5

a=5-3

a=2

substitute the value of a and b in equation 4 we get,

a+b=d-1

2-3=d-1

-1=d-1

d=-1+1

d=0

substitute the value of d in equation 2 we get,

3c-d=6

3c-0=6

3c=6

c=6/3

c=2

[tex]\\ \sf\longmapsto \left[{3a+b\atop a-b}\:\:\:{3c-d\atop a+b+d}\right]=\left[{3\atop 5}\:\:\;{6\atop 2d-1}\right][/tex]

Now constructing equations

[tex]\\ \sf\longmapsto 3a+b=3\dots(1)[/tex]

[tex]\\ \sf\longmapsto a-b=5\dots(2)[/tex]

[tex]\\ \sf\longmapsto 3c-d=6\dots(3)[/tex]

[tex]\\ \sf\longmapsto a+b+d=2d-1\dots(4)[/tex]

Adding eq(1) and (2)

[tex]\\ \sf\longmapsto 4a=8[/tex]

[tex]\\ \sf\longmapsto a=\dfrac{8}{4}[/tex]

[tex]\\ \bf\longmapsto a=2[/tex]

Put the value in eq(2)

[tex]\\ \sf\longmapsto a-b=5[/tex]

[tex]\\ \sf\longmapsto b=a-5[/tex]

[tex]\\ \sf\longmapsto b=2-5[/tex]

[tex]\\ \bf\longmapsto b=-3[/tex]

put the values in eq(4)

[tex]\\ \sf\longmapsto a+b+d=2d-1[/tex]

[tex]\\ \sf\longmapsto 2+(-3)+d=2d-1[/tex]

[tex]\\ \sf\longmapsto d-1=2d-1[/tex]

[tex]\\ \sf\longmapsto d-2d=-1+1[/tex]

[tex]\\ \sf\longmapsto -d=0[/tex]

[tex]\\ \bf\longmapsto d=0[/tex]

Put the value in eq(3)

[tex]\\ \sf\longmapsto 3c-d=6[/tex]

[tex]\\ \sf\longmapsto 3c-0=6[/tex]

[tex]\\ \sf\longmapsto 3c=6+0[/tex]

[tex]\\ \sf\longmapsto 3c=6[/tex]

[tex]\\ \sf\longmapsto c=\dfrac{6}{3}[/tex]

[tex]\\ \sf\longmapsto c=2[/tex]

Answer:

98

Step-by-step explanation:

Let x be the next test score

87, 92, 90, 84, 88, and 91, and x

We want to average them and the average to 90

(87+ 92+ 90+ 84+ 88+ 91+x)/7 = 90

Multiply each side by 7

(87+ 92+ 90+ 84+ 88+ 91+x)/7*7 = 90*7

(87+ 92+ 90+ 84+ 88+ 91+x) = 630

Combine like terms

x+532=630

Subtract 532

x = 630-532

x= 98

Step-by-step explanation:

the correct answer is option c

Part (a)

This is the empty set

------------------

Explanation:

It doesn't matter what set A is composed of. Intersecting any set with the empty set Ø will always result in the empty set.

This is because we're asking the question: "What does some set A and the empty set have in common?". The answer of course being "nothing" because there's nothing in Ø. Not even the value zero is in this set.

We can write Ø as { } which is a set of curly braces with nothing inside it.

=========================================================

Part (b)

-----------------

Explanation:

When you union the universal set with any other set, you'll get the universal set.

The rule is [tex]A \cup B = B[/tex] where I've made B the universal set to avoid confusion of the letter U and the union symbol [tex]\cup[/tex] which looks nearly identical.

Why does this rule work? Well if an item is in set [tex]\overline{A}[/tex], then it's automatically in set U (everything is in set U; it's the universe). So we're not adding anything to the universe when applying a union involving this largest set.

It's like saying

we can see that [tex]\overline{A} \cup U[/tex] will basically form the set of every item, aka the universal set.

Answer:

Step-by-step explanation:

The fact that the numbers look random and the spinner also looks random doesn't matter. The only thing of importance in both cases is that all the numbers are different (and cannot be made by adding any two together) and all the letters are different

That means you have 6 numbers and 4 letters.

You have a 1/6 chance of throwing the 17

You have a 1/4 chance of spinning the F

P(F and 17) = 1/6 * 1/4 = 1/24

Answer:

(2X -5)^2 as a tri nominal:

2x+2x-10

Answer:

4x² - 20x + 20

Step-by-step explanation:

(a - b)² = a² - 2ab + b²

a = 2x  ; b = 5

(2x- 5)² = (2x)² - 2*2x*5 + 5²  {(2x)² = 2x * 2x = 4x²}

           = 4x² - 20x + 25

Using the domain concept, it is found that the domain of the function is: x is an element of all real numbers such that [tex]x \neq (-\frac{3}{2}, 4)[/tex], second option.

----------------------

----------------------

The function is:

[tex]f(x) = \frac{2x}{2x^3 - 5x^2 - 12x} = \frac{2x}{x(2x^2 - 5x - 12)} = \frac{2}{2x^2 - 5x - 12}[/tex]

The points outside the domain are the zeros of [tex]2x^2 - 5x - 12[/tex], which we find solving a quadratic equation.

----------------------

Solving a quadratic equation:

Given a second order polynomial expressed by the following equation:

[tex]ax^{2} + bx + c, a\neq0[/tex].

This polynomial has roots [tex]x_{1}, x_{2}[/tex] such that [tex]ax^{2} + bx + c = a(x - x_{1})*(x - x_{2})[/tex], given by the following formulas:

[tex]x_{1} = \frac{-b + \sqrt{\Delta}}{2*a}[/tex]

[tex]x_{2} = \frac{-b - \sqrt{\Delta}}{2*a}[/tex]

[tex]\Delta = b^{2} - 4ac[/tex]

----------------------

[tex]2x^2 - 5x - 12[/tex] is a quadratic equation with [tex]a = 2, b = -5, c = -12[/tex].

[tex]\Delta = b^{2} - 4ac = (-5)^2 - 4(2)(-12) = 121[/tex]

[tex]x_{1} = \frac{-(-5) + \sqrt{121}}{2(2)} = 4[/tex]

[tex]x_{2} = \frac{-(-5) - \sqrt{121}}{2(2)} = -\frac{6}{4} = -\frac{3}{2}[/tex]

----------------------

The domain is: x is an element of all real numbers such that [tex]x \neq (-\frac{3}{2}, 4)[/tex], second option.

A similar problem is given at https://brainly.com/question/13136492

Answer:

Step-by-step explanation:

Using the domain concept, it is found that the domain of the function is: x is an element of all real numbers such that , second option.

----------------------

The domain of a function is all possible values that the input value x can assume.

The domain of a fraction is all real values of x except the zeros of the denominator.

----------------------

The function is:

The points outside the domain are the zeros of , which we find solving a quadratic equation.

----------------------

Solving a quadratic equation:

Given a second order polynomial expressed by the following equation:

.

This polynomial has roots  such that , given by the following formulas:

----------------------

is a quadratic equation with .

----------------------

The domain is: x is an element of all real numbers such that , second option.

A similar problem is given at brainly.com/question/13136492

Answer:

Sample

Step-by-step explanation:

A sample refers to a small subset of a particular population of study. The sample must be chos n at random in other to ensure that it is representative of the entire population. In the scenario above, all males in the United States aged 18 - 25 years form the population of interest required for the study. However, due to the fact that it is impractical to include all in the study, then a smaller subset is selected form the population, which is referred to as the sample.

Answer:

1. B,D

2. D

3. C

4. J

Step-by-step explanation: