divislon or synthetic division to determine the quotient and remainder. (x^(2)+4x-20)-:(x-4)

The Lowest Common Factor (LCF) and Highest Common Factor (HCF) are concepts used in mathematics to find the factors that are common to two or more numbers.

The LCF is the smallest factor that two or more numbers have in common, while the HCF is the largest factor that two or more numbers have in common.

For example, consider the numbers 12 and 18--

The factors of 12 are 1, 2, 3, 4, 6, and 12.

The factors of 18 are 1, 2, 3, 6, 9, and 18.

The common factors of 12 and 18 are 1, 2, 3, and 6.

Therefore, the LCF of 12 and 18 is 6, and the HCF of 12 and 18 is 3.

Note that the LCF and HCF are also called the Lowest Common Denominator (LCD) and Highest Common Factor (HCF) respectively.

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Using single variable equation, we can conclude that Camilla received 11 likes and Kennedy received 16 likes.

Let x be the number of likes Camilla received and x+5 be the number of likes Kennedy received. We can set up an equation to solve for x:

x + (x+5) = 27

Simplifying the equation:

2x + 5 = 27

Subtracting 5 from both sides:

2x = 22

Dividing both sides by 2:

x = 11

So Camilla received 11 likes and Kennedy received 11+5=16 likes.

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Answer:

Step-by-step explanation:4.  12 divided by 3 is 4 so 4

Yes, according to the Rational Zero Theorem, the possible zeros of the polynomial p(x) are +-(1,5/1,7). The only factorization that works in this case is p/q = 1.5/1.7, which yields the zeros +-(1,5/1,7).

The Rational Zero Theorem states that any rational zero of a polynomial can be expressed in the form p/q, where p and q are factors of the constant term (an) of the polynomial and q does not divide a0.

In our case, the constant term of p(x) is a3=5, so the possible rational zeros are of the form p/q, where p is a factor of 5, and q is a factor of 8.

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Therefore, it will take John 4 hours to catch up with Karabo.

In mathematics, an equation is a statement that shows the equality of two expressions. An equation usually contains one or more variables (represented by letters) and a mathematical expression on each side of an equals sign (=). The value of the variable(s) that make the equation true are called the solutions or roots of the equation. Equations are used in many areas of mathematics and science to describe relationships between variables or to solve problems. They are an important tool for modeling real-world phenomena and making predictions about how systems will behave under different conditions.

Here,

Let's call the time it takes for John to catch up with Karabo "t" (measured in hours).

In the hour that Karabo has been driving, she has covered a distance of:

distance = speed x time = 80 km/h x 1 h = 80 km

When John starts driving, he is behind Karabo by this distance. However, he is driving faster, so he will catch up to her eventually.

We can set up an equation to represent this situation:

distance covered by John = distance covered by Karabo

We know that John's distance is equal to his speed multiplied by the time he drives:

distance covered by John = 100 km/h x t

We also know that Karabo's distance is equal to the distance she covered in the hour before John started driving, plus the distance she covers during the time it takes John to catch up with her:

distance covered by Karabo = 80 km + 80 km/h x t

Now we can set these two expressions equal to each other and solve for t:

100 km/h x t = 80 km + 80 km/h x t

100 km/h x t - 80 km/h x t = 80 km

20 km/h x t = 80 km

t = 80 km / 20 km/h

t = 4 hours

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The explanatory variable is the one that is thought to influence or cause changes in the response variable. In this case, the most logical explanatory variable would be the treatment (5).

Since it is the factor that is being manipulated to potentially affect the other variables. The response variable would be the health condition (2), An explanatory variable, is also known as an independent variable or predictor variable since it is the outcome that is being measured in response to the treatment. The other variables, cold (1), placebo (3), and vitamin C (4), are not considered variables in this case because they are not being manipulated or measured.

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The rank of At is the number of linearly independent rows or columns in the matrix. Since At has an inverse for all values of t, the rank of At is 3 for all values of t.

In order to determine the values of t for which At has an inverse, we need to find the determinant of At. If the determinant of At is not equal to 0, then At has an inverse. The determinant of At is given by:

|At| = (1)(5)(-6) + (3)(t)(4) + (2)(2)(7-t) - (4)(5)(2) - (7-t)(t)(1) - (-6)(2)(3)

Simplifying the above expression, we get:

|At| = -30 + 12t + 28 - 14t - 40 - 5t2 + 12

Combining like terms, we get:

|At| = -5t2 - 2t - 30

Setting the determinant equal to 0, we get:

-5t2 - 2t - 30 = 0

Using the quadratic formula, we can find the values of t for which the determinant is equal to 0:

t = (-(-2) ± √((-2)2 - 4(-5)(-30)))/(2(-5))

t = (2 ± √(4 - 600))/(-10)

t = (2 ± √(-596))/(-10)

Since the square root of a negative number is not a real number, there are no real values of t for which the determinant of At is equal to 0. Therefore, At has an inverse for all values of t.

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Agree with the statement " it does have a variability because someone could be absent".

What is meant by variability?

The degree to which the data points in a statistical distribution or data collection deviate from the average value and from one another is virtually by definition the measure of variability. A mean is a common tool used by analysts to describe the centre of a population or a process. Although the mean is important, variability elicits stronger reactions in people. Values in a dataset are more consistently distributed when a distribution has less variability. The data points are more diverse and extreme values are more probable when the variability is bigger. As a result, comprehension of variability aids in understanding the possibility of uncommon events.

Peirce says that there is variability because someone could be absent.

I agree with Peirce's statement.

Because when someone is absent, the number of students changes and there is variability.

Now the range of variability changes with how many students are absent.

If there are only a few students absent, then the variability can be low.' But if there are many students absent in the class, then will be a higher variability.

Therefore there can be variability when someone could be absent.

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Answer:

Without a diagram or additional context, it's difficult to determine the values of x and y precisely. However, we can use the given information to set up some equations and solve for x and y in terms of each other.

First, since m is parallel to n, we know that angles 4 and 9 are alternate interior angles and angles 10 and 9 are corresponding angles. Therefore:

angle 4 = angle 9 (alternate interior angles)

angle 9 + angle 10 = 180 degrees (interior angles on the same side of the transversal)

angle 4 + angle 10 = 180 degrees (corresponding angles)

Substituting the given expressions for each angle, we have:

6x - 5 = 3y - 10

5x + 8 + 3y - 10 = 180

6x - 5 + 5x + 8 = 180

Simplifying the second equation by combining like terms, we get:

8x + 3y - 2 = 0

We can now solve for one variable in terms of the other. From the first equation, we have:

6x = 3y + 5

x = (3/2)y + (5/6)

Substituting this expression for x into the third equation, we get:

6((3/2)y + (5/6)) - 5 + 5((3/2)y + (5/6)) + 8 = 180

Simplifying and solving for y, we get:

y = 29/9

Substituting this value for y back into the expression we found for x, we get:

x = (3/2)(29/9) + (5/6) = 59/6

Therefore, the values of x and y that satisfy the given conditions are x = 59/6 and y = 29/9.

The arclength of the circular sector with radius r = 5.1 and central angle θ = 145º is 13.06. The area of the circular sector is 32.54.

The arclength and area of a circular sector can be calculated using the following formulas:

Arclength = (θ/360) * 2πr

Area = (θ/360) * πr²

Where θ is the central angle in degrees, r is the radius, and π is the constant pi.

Plugging in the given values for r and θ, we get:

Arclength = (145/360) * 2π(5.1) ≈ 12.90

Area = (145/360) * π(5.1)² ≈ 32.91

So, the arclength of the circular sector is approximately 12.90 units and the area is approximately 32.91 square units.

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Isaiah's allοwance fοr the week wοuld be $43.75.

In mathematics, a fractiοn represents a part οf a whοle οr a ratiο between twο quantities. It is written as a number οr expressiοn (the numeratοr) abοve a line and anοther number οr expressiοn (the denοminatοr) belοw the line, and is typically expressed as a/b.

The numeratοr represents the number οf equal parts being cοnsidered, while the denοminatοr represents the tοtal number οf equal parts that make up the whοle. Fοr example, the fractiοn 3/4 represents three οut οf fοur equal parts, οr three-quarters οf the whοle.

Fractiοns can be used tο express values between whοle numbers, and they can be used in οperatiοns such as additiοn, subtractiοn, multiplicatiοn, and divisiοn. Fractiοns can alsο be cοnverted tο decimals οr percentages fοr ease οf cοmparisοn οr calculatiοn.

Cοmmοn types οf fractiοns include prοper fractiοns (where the numeratοr is less than the denοminatοr, such as 1/2), imprοper fractiοns (where the numeratοr is greater than οr equal tο the denοminatοr, such as 5/3), and mixed numbers (where the fractiοn is represented as a whοle number and a prοper fractiοn, such as 3 1/2).

Isaiah's allοwance fοr the week can be calculated by adding up the amοunt he earned fοr each chοre he cοmpleted. Since he earned 1/8 οf his weekly allοwance fοr each chοre, the amοunt he earned fοr a single chοre can be calculated as:

1/8 * $70.00 = $8.75

Therefοre, if Isaiah cοmpleted n chοres in a week, his tοtal earnings fοr the week wοuld be:

Tοtal earnings = n * $8.75

Fοr example, if he cοmpleted 5 chοres in a week, his tοtal earnings wοuld be:

Tοtal earnings = 5 * $8.75 = $43.75

Sο Isaiah's allοwance fοr the week wοuld be $43.75 if he cοmpleted 5 chοres. The amοunt οf his allοwance wοuld depend οn the number οf chοres he cοmpleted during the week.

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The value of the function at x = 2 is 11.8.

We can start by using the given values for f(0) and f(1) to create a system of equations and solve for a and k.
f(0) = 2 = a + 5ek(0)
f(1) = 9 = a + 5ek(1)
Simplifying the first equation gives us a = 2 - 5ek(0) = 2. Substituting this value of a into the second equation gives us:
9 = 2 + 5ek
7 = 5ek
k = ln(7/5)/e
Now we can substitute this value of k back into the first equation to find a:
2 = a + 5e^(ln(7/5)/e)(0)
2 = a
So, our function is f(x) = 2 + 5e^(ln(7/5)/e)x.
To evaluate f(2), we simply plug in x = 2:
f(2) = 2 + 5e^(ln(7/5)/e)(2)
f(2) = 2 + 5(7/5)^2
f(2) = 2 + 5(49/25)
f(2) = 2 + 9.8
f(2) = 11.8
Therefore, the value of the function at x = 2 is 11.8.

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Answer: 415

83 = [tex]\frac{y}{5}[/tex]

83(5) = y

415 = y

Answer:

y = 415

Step-by-step explanation:

83 = y/5

83 x 5 = y

415 = y

The coins take up approximately 35.259 cubic inches of space inside the treasure chest.

Volume refers to the amount of space occupied by a three-dimensional object, measured in cubic units.

Solution:

The volume of each coin is a cylinder with radius 1.4 inches and height 0.0625 inches. The volume V of one coin is given by:

V = πr²h

= 3.14 x 1.4² x 0.0625

= 0.1533 cubic inches (rounded to four decimal places)

Since there are 230 coins in the treasure chest, the total volume of the coins is:

Total volume = 230 x V = 230 x 0.1533 = 35.259 cubic inches (rounded to three decimal places)

Therefore, the coins take up approximately 35.259 cubic inches of space inside the treasure chest.

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The probability of no one getting a hole in one on the sixth hole during the 1989 U.S. Open golf tournament is 0.95431 and the probability of exactly one golfer getting a hole in one on the sixth hole is 0.04478.

The probability of an event occurring is the number of favorable outcomes divided by the number of possible outcomes. In this case, the probability of a professional golfer making a hole in one is 1/3,709.

a. To find the probability that no one gets a hole in one on the sixth hole, we need to find the probability that each of the 174 golfers does not get a hole in one. The probability of not getting a hole in one is 1 - (1/3,709) = 3,708/3,709. The probability that no one gets a hole in one is (3,708/3,709)^174 = 0.95431. Therefore, the probability that no one gets a hole in one on the sixth hole is 0.95431.

b. To find the probability that exactly one golfer gets a hole in one on the sixth hole, we need to find the probability that one golfer gets a hole in one and the rest do not. The probability of one golfer getting a hole in one is 1/3,709 and the probability of the rest not getting a hole in one is (3,708/3,709)^173. There are 174 ways this can happen, so the probability is 174 * (1/3,709) * (3,708/3,709)^173 = 0.04478. Therefore, the probability that exactly one golfer gets a hole in one on the sixth hole is 0.04478.

In conclusion, the probability of no one getting a hole in one on the sixth hole during the 1989 U.S. Open golf tournament is 0.95431 and the probability of exactly one golfer getting a hole in one on the sixth hole is 0.04478.

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The polynomial equation is solved and the value of A is given by the long division A = 3x³ + 6x² + 4x - 3 - 5/( x -2 )

Polynomials are mathematical expressions involving variables raised with non-negative integers and coefficients(constants who are in multiplication with those variables) and constants with only operations of addition, subtraction, multiplication and non-negative exponentiation of variables involved.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the polynomial equation be represented as A

Now , let the first equation be p

p = 3x⁴ - 8x² - 11x + 1

Let the second equation be q

q = ( x - 2 )

And , the value of A = p/q

On simplifying , we get

A = ( 3x⁴ - 8x² - 11x + 1 ) / ( x - 2 )

From the long division of polynomials , we get

Step 1 :

A = 3x³ + [ ( 6x³ - 8x² - 11x + 1 ) / ( x - 2 ) ]

The student went wrong while multiplying the quotient 3x³ with the divisor -2 , it should have been 6x³ instead of 6x²

Step 2 :

A = 3x³ + 6x² + [ ( 4x² - 11x + 1 ) / ( x - 2 ) ]

Step 3 :

A = 3x³ + 6x² + 4x + [ ( -3x + 1 ) / ( x - 2 ) ]

Step 4 :

A = 3x³ + 6x² + 4x - 3 - [ 5/( x -2 ) ]

Therefor , the long division is solved , A = 3x³ + 6x² + 4x - 3 - [ 5/( x -2 ) ]

Hence , the polynomial is A = 3x³ + 6x² + 4x - 3 - [ 5/( x -2 ) ]

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The inverse function of f(x) = - Vx+1+6 is f^-1(x) = - Vx-7. The domain of f^-1(x) is [-1, ∞), or in interval notation, [-1, ∞).

The inverse function of f(x) = -√x+1 + 6 can be found by following the steps below:

1. Swap the x and y values, so y = -√x+1 + 6 becomes x = -√y+1 + 6
2. Solve for y by isolating it on one side of the equation:
x - 6 = -√y+1
(x - 6)² = y+1
y = (x - 6)² - 1
3. The inverse function is therefore f^-1(x) = (x - 6)² - 1

The domain of f^-1(x) can be found by considering the restrictions on the original function. Since the original function has a square root, the value inside the square root must be greater than or equal to zero. This means that:

x+1 ≥ 0
x ≥ -1

So, the inverse function of f(x) = -√x+1 + 6 is f^-1(x) = (x - 6)² - 1, and the domain of f^-1(x) is [-1, ∞).

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The equation is now in the form y=mx+b, where m is 2 and b is -4. The second equation is now in the form y=mx+b, where m is -0.5 and b is -2.

An equation is an expression that shows the relationship between two or more variables. It is made up of mathematical symbols and operators and is used to solve problems. Equations can be used to express a variety of relationships, such as addition, subtraction, multiplication, division, and more complex equations. They also help to identify patterns or trends in data or to forecast future values.

To change these equations into y=mx+b form, we must first rearrange the equations.

For the first equation, 2x-4=8, we can move the 4 to the other side of the equation, giving us 2x = 12. We can then divide both sides by 2, giving us x = 6. So the equation is now in the form y=mx+b, where m is 2 and b is -4.

For the second equation, -2x+4y=-8, we can move the -2x to the other side of the equation, giving us 4y=-8-2x. We can divide both sides by 4, giving us y=-2-0.5x. So the equation is now in the form y=mx+b, where m is -0.5 and b is -2.

Now that both equations are in y=mx+b form, we need to compare their m and b values to determine if there is one solution, no solution or infinite solutions. We can see that m for both equations is different, so this means that the two equations are not the same, and there is no solution. This means that the two equations have no solution.

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Answer:

I need a graph to answer this question

Step-by-step explanation:

The answer of decimal number that has the specified place values is 964.8.

To write the decimal number, we need to understand the place value of each digit.

The place values are as follows:

- 9 hundreds = 900
- 6 tens = 60
- 4 ones = 4
- 8 tenths = 0.8
- 0 hundredths = 0.00

To write the decimal number, we add the place values together:

900 + 60 + 4 + 0.8 + 0.00 = 964.8

Therefore, the decimal number that has the specified place values is 964.8.

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Using the statements given for congruency the proof is -

TC ≅ TM                      Given

AT bisects ∠CTM        Given

∠ATC ≅ ∠ATM            Definition of bisect

AT ≅ AT                       Reflexive property

Δ ATC ≅ Δ ATM          SAS theorem

CA ≅ MA                      ≅ Δs → ≅ parts

What is congruency?

If two shapes are similar in size and shape, they are congruent. We can also state that if two shapes are congruent, then their mirror images are identical.

A diagram of a diamond ACTM is given.

The line segment TC is equal and congruent to line segment TM.

This statement is already given in the question.

The line segment AT bisects angle CTM.

This statement is already given in the question.

The angle ATC is equal and congruent to angle ATM.

This statement is the definition of bisect.

The line segment AT is equal and congruent to line segment AT.

This statement is true by the reflexive property of the triangles.

Triangle ATC is equal and congruent to triangle ATM.

This statement is true by Side-Angle-Side (SAS) theorem of the triangles.

The line segment CA is equal and congruent to line segment MA.

This statement is true as the triangles are congruent to each other and congruent triangles have congruent parts.

Therefore, the proof is complete.

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Answer:

How are we supposted to do your homework if we dont have a picture or explanation of it??

Step-by-step explanation:

The correct answer is sine and cosine.

The parent functions that have D = (XER) and R = ([-1, 1], YER) (in interval form) are sine and cosine.

Both sine and cosine are periodic functions that oscillate between -1 and 1 on the y-axis, meaning that their range is [-1, 1]. They also have a domain of all real numbers (XER), as they can take on any value for x and still produce a valid output.

The other parent functions listed, such as linear, quadratic, exponential, reciprocal, absolute value, and square root, do not have the same domain and range as sine and cosine. For example, the quadratic function has a domain of all real numbers, but its range is limited to values greater than or equal to the vertex. The reciprocal function has a range of all real numbers except for 0, and its domain is also all real numbers except for 0.

Therefore, the correct answer is sine and cosine.

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a) f(0) = 3(0)^2 + 3(0) - 3 = -3
b) f(3) = 3(3)^2 + 3(3) - 3 = 33
c) f(−3) = 3(-3)^2 + 3(-3) - 3 = 15
d) f(−x) = 3(-x)^2 + 3(-x) - 3 = 3x^2 - 3x - 3
e)−f(x) = -(3x^2 + 3x - 3) = -3x^2 - 3x + 3
f) f(x+2) = 3(x+2)^2 + 3(x+2) - 3 = 3x^2 + 12x + 15
g) f(3x) = 3(3x)^2 + 3(3x) - 3 = 27x^2 + 9x - 3
h) f(x+h) = 3(x+h)^2 + 3(x+h) - 3 = 3x^2 + 6xh + 3h^2 + 3x + 3h - 3

We are asked to find the following for the function f(x)=3x^2+3x−3: (a) f(0) (b) f(3) (c) f(−3) (d) f(−x) (e) −f(x) (f) f(x+2) (g) f(3x) (h) f(x+h)

(a) f(0) = 3(0)^2 + 3(0) - 3 = -3
(b) f(3) = 3(3)^2 + 3(3) - 3 = 33
(c) f(−3) = 3(-3)^2 + 3(-3) - 3 = 15
(d) f(−x) = 3(-x)^2 + 3(-x) - 3 = 3x^2 - 3x - 3
(e) −f(x) = -(3x^2 + 3x - 3) = -3x^2 - 3x + 3
(f) f(x+2) = 3(x+2)^2 + 3(x+2) - 3 = 3x^2 + 12x + 15
(g) f(3x) = 3(3x)^2 + 3(3x) - 3 = 27x^2 + 9x - 3
(h) f(x+h) = 3(x+h)^2 + 3(x+h) - 3 = 3x^2 + 6xh + 3h^2 + 3x + 3h - 3

I hope this helps! Let me know if you have any further questions.

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The excluded values of u in the expression (u-7)/(u^2-14u+49) are 7.

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The height of the kite from the ground is 620.5 feet.

The angle of elevation from your hand to a kite is 65∘ and the distance from your hand to the kite is 287 feet.

Therefore, the height of the kite when your hand is 5 feet from the ground can be found as follows:

The situation forms a right angle triangle. Therefore, the height of the kite can be found using Pythagoras's theorem.

Hence,

tan 65 = opposite / adjacent

tan 65 = h / 287

cross multiply

h = 287 × tan 65

h = 615.473486186

Therefore,

height of the kite = 615.473486186 + 5

height of the kite = 620.5 feet

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Answer:

The answer to your problem is, B: It becomes less dense and rises to the surface

Step-by-step explanation:

Remember a conveyor belt is a system of oceans which can transports water and propel deep currents of water bodies across the world based on the differences in water densities.

The ocean water moves from the Antarctica to the equator the cold ocean water mixes within the warm ocean water at the equator or the middle, which makes the water less dense and rises up to the surface

Thus the answer to our problem is, B It becomes less dense and rises to the surface.

The value of h is 18.

Polygons are closed figures which has at least three set of line segments joined together.

The polygon with least number of sides is triangle.

Given a polygon and all its interior angles are given.

Sum of the interior angles of a polygon is given by,

Sum = (n - 2) 180°, where n is the number of sides of the polygon.

Here, n = 7

6h + 132 + 146 + (6h + 10) + (6h + 10) + 146 + 132 = (7 - 2) 180

18h + 576 = 5 × 180

18h = 900 - 576

18h = 324

h = 18

Hence the value of h is 18.

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We can use a proportion to solve the problem:

Let x be the number of minutes it would take Mika to eat 35 hot dogs

Then we can set up the proportion:

21 hot dogs / 6 minutes = 35 hot dogs / x minutes

To solve for x, we can cross-multiply:

21 hot dogs * x minutes = 6 minutes * 35 hot dogs

21x = 210

x = 10

Therefore, it would take Mika 10 minutes to eat 35 hot dogs if she can keep up the same pace.

The coordinates of the pre-images are (-7, 8); (-7, 5); (4, 8), and (2, 5), and the pre-image is given below.

Transformation:

A transformation of a quadrilateral refers to any process that changes the size, position, or shape of a four-sided polygon.

To draw the pre-mage, find the coordinates of the pre-mage as given below and plot the points in a graph

Here we have

The coordinates of the quadrilateral are (-4, 5); (-4, 2); (7, 5), and (5, 2)

Given T < -3, 3 > (x, y)

Hence, the coordinates of the pre-images are

(-4, 5)  => (-4 -3, 5 + 3 ) = (-7, 8)

(-4, 2) => (-4 -3, 2 + 3) = (-7, 5)

(7, 5) => (7 -3, 5 + 3) = (4, 8)

(5, 2) => (5 - 3, 2+3) = (2, 5)  

Therefore,

The coordinates of the pre-images are (-7, 8); (-7, 5); (4, 8), and (2, 5), and the pre-image is given below.

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