Draw the image of the indicated translation of the given pre image please

Plot the coordinates on the graph to obtain the graph of the system of inequalities.

As Math World correctly notes, to solve a system of linear equations by graphing, we simply graph both equations in the same coordinate plane and locate the intersection of the two lines.

The visual technique actually just requires three easy actions to complete: Slope-Intercept Form should be applied to both equations.

Each linear equation's graph should be shown in the same coordinate plane. Identify the system's solution.

If the lines cross, the system's solution may be found by using the coordinates of the crossing point. The problem cannot be solved if the lines are parallel.

Let us suppose number of members =x.

Let us suppose the number of non members = y.

The system of equation for the following situation is:

5x + 10y ≤ 300

x ≥ 2y

Substitute different values of x to obtain different values of y.

Plot the coordinates on the graph to obtain the graph of the system of equations.

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Answer:

Aquí hay tres situaciones en las que se hace necesario el uso de números negativos:

Temperaturas: Las temperaturas pueden ser positivas o negativas, dependiendo de si estamos midiendo la temperatura por encima o por debajo del punto de congelación del agua. Por ejemplo, si la temperatura es de -10°C, significa que hace 10 grados bajo cero.

Deudas: Cuando una persona toma un préstamo o usa una tarjeta de crédito, puede acumular una deuda que debe ser pagada en el futuro. Esta deuda se representa con un número negativo, ya que representa el dinero que se debe.

Altitud: Cuando se mide la altitud de un lugar, puede ser por encima o por debajo del nivel del mar. Si la altitud es por debajo del nivel del mar, se representa con un número negativo. Por ejemplo, la altitud del Mar Muerto es de aproximadamente -430 metros.

The total number of hours Eric worked is 7 3/4 hours.

What is addition in mathematics?

Addition is one of the four basic arithmetic operations in mathematics, along with subtraction, multiplication, and division. Addition is the process of combining two or more quantities or numbers to find their sum, or total. The symbol used to represent addition is the plus sign (+).

For example, if we want to find the sum of 3 and 4, we would write:

3 + 4 = 7

The number 3 and the number 4 are called addends, and the result of the addition operation is called the sum. Addition can involve whole numbers, fractions, decimals, and even negative numbers.

Addition has many applications in mathematics, science, and everyday life. It is used to calculate simple arithmetic problems, such as adding up the cost of items in a shopping cart, as well as more complex calculations, such as adding up the values in a data set or solving equations in algebra.

To find the total number of hours Eric worked in the neighborhood garden, we need to add the number of hours he worked on Monday and Wednesday.

Eric worked 3 1/2 hours on Monday, which can also be written as 7/2 hours.

Eric worked 4 1/4 hours on Wednesday, which can also be written as 17/4 hours.

To add these two amounts, we need to find a common denominator. The smallest number that both 2 and 4 divide into is 4. So we can convert 7/2 to 14/4 by multiplying the numerator and denominator by 2:

7/2 = 14/4

Now we can add the two fractions:

14/4 + 17/4 = 31/4

This is the total number of hours Eric worked in the neighborhood garden, in fraction form. To write it as a mixed number, we can divide the numerator by the denominator:

31 ÷ 4 = 7 with a remainder of 3

So the total number of hours Eric worked is 7 3/4 hours.

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Area of circle A is 113.04 in²

Area of circle B is 200.96  in²

Area of circle C is 452.16  in²

Area of circle B is 254.34  in²

The number of times that the area of Circle D greater than Circle A is 2.25

A circle is a bounded figure which points from its center to its circumference is equidistant.

Area of a circle = πr²

Where :

π = pi = 3.14

R = radius

here, we have,

Area of circle A = 3.14 x 6² = 113.04 in²

Area of circle B = 3.14 x (6 + 2)² = 200.96  in²

Area of circle C = 3.14 x (8 + 4)² = 452.16  in²

Area of circle B = 3.14 x (12 - 3)² = 254.34  in²

Number of time that is the area of Circle D greater than Circle A = 254.34  in² / 113.04 in² = 2.25

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Complete question:

The radius of Circle A is 6 in. The radius of Circle B is 2 in. greater than the radius of Circle A. The radius of Circle C is 4 in. greater than the radius of Circle B. The radius of Circle D is 3 in. less than the radius of Circle C. What is the area of each​ circle? How many times greater than the area of Circle A is the area of Circle D​?

The graph of y = [1/2(x -10)] - 3, compared to the graph of 1/x, represents these following transformations:

A translation happens when either a figure or a function is moved horizontally or vertically on the coordinate plane.

The four translation rules for functions are defined as follows:

The translations for this problem are given as follows:

Additionally, there was a multiplication by 2 in the domain, meaning that the parent function was horizontally compressed by a factor of 2.

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Therefore, the expected typing speed of a student who is 17 years old is 94 words per minute.

It functions by dividing distance by speed. The time can also be calculated by dividing the distance traveled by the speed. You can determine the third input if you know the first two. For instance, we may get the speed as 120 x 2 = 60 miles per hour if a car travels 120 miles in two hours.

The equation of the line of best fit is:

y = -1.4x + 117.8

where x is the age in years and y is the typing speed in words per minute. To find the expected typing speed of a 17-year-old student, we can substitute x = 17 into the equation:

y = -1.4(17) + 117.8

y = -23.8 + 117.8

y = 94

Therefore, the expected typing speed of a student who is 17 years old is 94 words per minute.

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we have proven the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A) using the identity sin^2(A) + cos^2(A) = 1 and basic algebraic manipulation. Our work is legible, and our logic is clear and justified.

To prove the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A), we can use the following steps:

Step 1: Use the identity sin^2(A) + cos^2(A) = 1 to express sin^4(A) in terms of cos^4(A).

sin^4(A) = (1 - cos^2(A))^2

Step 2: Expand the expression on the right hand side.

sin^4(A) = 1 - 2cos^2(A) + cos^4(A)

Step 3: Rearrange the terms to get the expression on the left hand side.

sin^4(A) - cos^4(A) = 1 - 2cos^2(A)

Step 4: Verify that the expression on the left hand side is equal to the expression on the right hand side.

1 - 2cos^2(A) = 1 - 2cos^2(A)

Therefore, the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A) is proven to be true.

In conclusion, we have proven the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A) using the identity sin^2(A) + cos^2(A) = 1 and basic algebraic manipulation. Our work is legible, and our logic is clear and justified.

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If the length of the rectangle is represented by x, then the height and width can be represented by the factors a and b, respectively. Therefore, the expression for the height and width in terms of the length can be written as:

Height = a * x

Width = b * x

These expressions can be used to find the height and width of the rectangle if the length and the factors are known.

For example, if the length is 10 and the factors are 2 and 3, then the height would be 2 * 10 = 20 and the width would be 3 * 10 = 30.

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Answer: stop being a brat

Step-by-step explanation:

So it will take 20 years for High School R and High School T to have the same enrollment.

Enrollment is the process of registering for classes at a college or university. The process usually involves submitting an application and providing transcripts and other documents to the school.

The enrollment at High School R is increasing by 15 students per year while High School T is decreasing by 10 students per year. To figure out how many years it will take for both schools to have the same enrollment, we need to calculate the difference between the two schools.
High School R currently has 200 students and High School T has 400 students. The difference between the two schools is 200 students (400-200 = 200).
Since High School R is increasing by 15 students per year and High School T is decreasing by 10 students per year, it will take 20 years for the two schools to have the same enrollment.
To calculate this, we divide the difference between the two schools (200 students) by the difference between the two schools' enrollment growth (15 students - 10 students = 5 students). This gives us 200/5 = 40. Since 40 years is too long, we divide 40 by 2 and get 20, which is the answer. So it will take 20 years for High School R and High School T to have the same enrollment.

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The null hypothesis (H0) is the hypothesis that is assumed to be true until there is evidence to suggest otherwise. In this case, the null hypothesis is that the percentage of car crashes that occur within 2 miles of the motorist's home is less than or equal to 47%. The alternative hypothesis (Ha) is the hypothesis that is being tested and is the opposite of the null hypothesis. In this case, the alternative hypothesis is that the percentage of car crashes that occur within 2 miles of the motorist's home is greater than 47%.

To express the null and alternative hypotheses in symbolic form, we can use the following symbols:

H0: p <= 47% (The percentage of car crashes that occur within 2 miles of the motorist's home is less than or equal to 47%)
Ha: p > 47% (The percentage of car crashes that occur within 2 miles of the motorist's home is greater than 47%)

Note that we are using the symbol <= for less than or equal to, and > for greater than. These symbols are used in hypothesis testing to express the null and alternative hypotheses in symbolic form.

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Answer:

A. 5 cm

Step-by-step explanation:

AB = BC

x + 3 = 3x - 1

x - 3x = -1 - 3

-2x = -4

x = -4/-2

x = 2

BC = 3x - 1 = 3(2) - 1 = 6 - 1 = 5

The product of 2/3 and 3/5 is 2/5    

To represent a fraction on a grid, we need to divide the grid into equal parts based on the denominator of the fraction, and then shade in a number of those parts based on the numerator of the fraction.

Here we have

=> 2/3 × 3/5

To solve 2/3 × 3/5, we multiply the numerators together and the denominators together

=> [ 2/3 × 3/5 ] = 6/15

=> [ 2/3 × 3/5 ] = 2/5        

This multiplication can be represented as given in the picture

Therefore,

The product of 2/3 and 3/5 is 2/5    

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heres the answer:

8x10=80

2x1=2/100= 0.02

9x1=9/1000= 0.002

0.002+0.02+80=

80.002!!

Answer:

8k - (5 + 2k) can be simplified by distributing the negative sign to the terms inside the parentheses:

8k - 5 - 2k

Then, we can combine like terms by adding the constants -5 and 8k:

6k - 5

Therefore, an equivalent expression to 8k - (5 + 2k) without parentheses is 6k - 5.

Answer:

To predict the number of people whose favorite snack is brownies, we need to use the proportion of people in the sample who said brownies were their favorite and apply it to the total number of people attending the reception.

The total number of people in the sample is:

27 + 19 + 74 + 60 = 180

The proportion of people in the sample who said brownies were their favorite is:

27/180 = 0.15

To predict the number of people at the reception whose favorite snack will be brownies, we can multiply the total number of people attending the reception by the proportion of people in the sample who said brownies were their favorite:

3200 x 0.15 = 480

Therefore, we can predict that approximately 480 people at the reception will have brownies as their favorite snack.

This person has walked a total of 22 miles. The total displacement vector for this walk is 10.06 miles at an angle of 12.58°. If this person walked straight home, they'd have to walk 10.06 miles.

To find the total displacement vector for this walk, we can use the Pythagorean Theorem to find the magnitude of the displacement vector and the direction of the displacement vector.

First, let's find the magnitude of the displacement vector:

d = √((Δx)² + (Δy)²)

Where Δx is the change in the x-direction and Δy is the change in the y-direction.

Δx = 5 + 4cos(45°) + 0 + 3cos(225°) + 4 = 9.83 miles
Δy = 0 + 4sin(45°) + 6 + 3sin(225°) + 0 = 2.17 miles

d = √((9.83)² + (2.17)²) = √(96.58 + 4.71) = √(101.29) = 10.06 miles

So, the magnitude of the displacement vector is 10.06 miles.

Next, let's find the direction of the displacement vector:

θ = tan⁻¹(Δy/Δx) = tan⁻¹(2.17/9.83) = 12.58°

So, the direction of the displacement vector is 12.58°.

Therefore, the total displacement vector for this walk is 10.06 miles at an angle of 12.58°.

If this person walked straight home, they'd have to walk 10.06 miles.

This person has walked a total of 22 miles. The total displacement vector for this walk is 10.06 miles at an angle of 12.58°. If this person walked straight home, they'd have to walk 10.06 miles.

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To find the image for each given value of k, we need to multiply the original volume (100 cubic units) by the scale factor (k).

Volume is a measure of the amount of space occupied by an object or substance. It is expressed as a numerical value, usually in cubic units, such as milliliters (mL) or cubic centimeters (cc). It is also used to measure the capacity of a container, such as a bottle, or a tank.

Dilation is a transformation that changes the size of a shape. When a solid is dilated by a scale factor of k, the new solid will be k times larger than the original solid. For example, if a solid has a volume of 100 cubic units and is dilated by a scale factor of 2, the image solid will have a volume of 200 cubic units (2 x 100).

To find the image for each given value of k, we need to multiply the original volume of the solid (100 cubic units) by the scale factor (k). We can use the equation V = kV0, where V0 is the original volume and V is the new volume, to calculate the new volume of the solid.

For example, if k = 3, the new volume will be 3 x 100 = 300 cubic units. If k = 4, the new volume will be 4 x 100 = 400 cubic units. In general, for any given value of k, the new volume will be k times the original volume.

To summarize, when a solid with a volume of 100 cubic units is dilated by a scale factor of k, the image solid will have a volume of k times the original volume (V = kV0). Therefore, to find the image for each given value of k, we need to multiply the original volume (100 cubic units) by the scale factor (k).

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The vector in the form \( \langle a, b\rangle \) is simply the given vector with the values of a and b identified and simplified as necessary.

To write the vector in the form \( \langle a, b\rangle \), we need to identify the values of a and b from the given vector. The value of a corresponds to the x-component of the vector, and the value of b corresponds to the y-component of the vector.

If the given vector is \( \langle 3, -4\rangle \), then the value of a is 3 and the value of b is -4.

If the given vector is \( \langle \frac{5}{2}, \sqrt{3}\rangle \), then the value of a is \(\frac{5}{2}\) and the value of b is \(\sqrt{3}\).

If the given vector is \( \langle -2\sqrt{2}, 7\sqrt{3}\rangle \), then the value of a is \(-2\sqrt{2}\) and the value of b is \(7\sqrt{3}\).

In all of these cases, the values of a and b are either integers or fractions, and any radicals are simplified as much as possible.

So, the vector in the form \( \langle a, b\rangle \) is simply the given vector with the values of a and b identified and simplified as necessary.

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Answer:

Tamara has $31.01 left

Step-by-step explanation:

Tamara has $70

Dress - $10

Drink - $4.99

Necklace - $20

Snack - $4

Add all of these costs up then subtract them by 70

10 + 4.99 + 20 + 4 = 38.99

70 - 38.99 = 31.01

[tex]70 - (10+4.99+4+20) = 70 - 38.99 = \$ \ 31.01[/tex]

Answer:

Step-by-step explanation: your hot

The slope-intercept form of the equation of the line that has a slope of -1/6 and passes through the point (8,0) is y = -1/6x + 4/3.

To find the slope-intercept form of the equation of the line that has the given slope m and passes through the given point, we can use the point-slope form of a linear equation and then rearrange it to the slope-intercept form.

The point-slope form of a linear equation is given by:

y - y₁ = m(x - x₁)

Where m is the slope and (x₁, y₁) is the point that the line passes through.

In this case, m = -1/6 and the point is (8, 0).

Plugging these values into the point-slope form, we get:

y - 0 = -1/6(x - 8)

Simplifying and rearranging to the slope-intercept form, we get:

y = -1/6x + 8/6

y = -1/6x + 4/3

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Given - two tangent lines are drawn from the point B

To find - the value of BC

Explanation - when tangent lines are drawn for outside of the circle then the length of line formed is equal

We get

AB=BC

[tex]x+3 =3x-1\\x-3x=-1-3\\-2x=-4\\x=2[/tex]

BC= [tex]3x-1 =3(2)-1=6-1=5[/tex]

The length of BC = 5

Final answer - The option A is correct, the length is 5

Answer:

x = -8, 8

Step-by-step explanation:

The student did make an error. When factoring [tex]x^2-64[/tex], they used incorrect factors. Using FOIL method, the students factored equation would become [tex]x^2 +32x-32x-1024 = x^2-1024[/tex], which is not [tex]x^2-64[/tex].

Instead, the factors 8 and -8 should be used.

[tex]x^{2} +5x-60=5x+4\\x^2 +5x - 64=5x\\x^2-64=0\\(x+8)(x-8)=0\\x=-8, 8[/tex]

Answer: x = ±8

Step-by-step explanation:

The given equation is:

x² + 5x - 60 = 5x + 4

The student's work shows that they simplified the equation correctly to:

x² - 64 = 0

However, their factorization of the resulting equation is incorrect. Factoring x² - 64 using difference of squares we get:

(x + 8)(x - 8) = 0

So, the solutions for x are x = -8 and x = 8. The student's solutions of x = ±32 are incorrect.

Therefore, the student made an error in factoring the equation, and the correct solutions for x are x = -8 and x = 8.

Answer: 12 [tex]m^{3}[/tex]

Step-by-step explanation:

Volume = length x width x height

Volume = 4 m x 1.5 m x 2 m

Volume = 12 cubic meters

The probability of A and B, using conditional probability, is given as follows:

0.24 = 24%.

The formula is:

[tex]P(B|A) = \frac{P(A \cap B)}{P(A)}[/tex]

In which the probabilities are listed and explained as follows:

To obtain the probability of A and B, the needed parameters are already given in the problem, and are as follows:

Hence the probability of A and B is calculated as follows:

P(A and B) = P(A) x P(B|A)

P(A and B) = 0.6 x 0.4

P(A and B) = 0.24.

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The answer of function can be written as [tex]y=(x-3)^4(x+1)^2[/tex].

A 6th degree polynomial with a root of multiplicity 4 at x=3, and a root of multiplicity 2 at x=-1, can be written as the function[tex]y=(x-3)^4(x+1)^2[/tex].

This is because the root of multiplicity 4 at x=3 means that (x-3) is a factor of the polynomial 4 times, and the root of multiplicity 2 at x=-1 means that (x+1) is a factor of the polynomial 2 times.

Therefore, the values of a, b, and c in the function y=(x-3)^(a)(x-b)^(c) are:

a = 4, because the root of multiplicity 4 at x=3 means that (x-3) is a factor of the polynomial 4 times.

b = -1, because the root of multiplicity 2 at x=-1 means that (x+1) is a factor of the polynomial 2 times.

c = 2, because the root of multiplicity 2 at x=-1 means that (x+1) is a factor of the polynomial 2 times.

So, the function can be written as [tex]y=(x-3)^4(x+1)^2[/tex].

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The direction the plane flew is 14.6 degrees North of East.

So, the final answer is:

Distance = 342 miles

Direction = 14.6 degrees North of East

The distance the plane flew can be found using the Pythagorean Theorem, which states that for a right triangle, the square of the hypotenuse (c) is equal to the sum of the squares of the other two sides (a and b): c^2 = a^2 + b^2. In this case, the distance east (331 miles) is one side of the triangle and the distance north (86 miles) is the other side.

So, we can plug in the values and solve for c:

c^2 = 331^2 + 86^2

c^2 = 109561 + 7396

c^2 = 116957

c = √116957

c = 342 miles

Therefore, the distance the plane flew is 342 miles.

To find the direction, we can use trigonometry. The direction is the angle between the east-west line and the line connecting the starting point and the landing point. We can use the tangent function to find this angle:

tan θ = opposite/adjacent

tan θ = 86/331

θ = tan^-1(86/331)

θ = 14.6 degrees

Therefore, the direction the plane flew is 14.6 degrees North of East.

So, the final answer is:

Distance = 342 miles

Direction = 14.6 degrees North of East

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Answer: A. Segment CD only

Step-by-step explanation:

Perpendicular lines form 90 degree angles. The only segment that creates a 90 degree angle is CD. And we know this due to the little box that represents 90 degrees.