Since the two hexagons are similar, their corresponding sides are in the same ratio as the scale factor.
Let x be the length of a side of the smaller hexagon, then the corresponding length of a side of the larger hexagon can be expressed as (3/7)x.
The area of a hexagon can be calculated using the formula: A = (3√3/2)s², where s is the length of a side.
Since the area of the smaller hexagon is 18 m², we can solve for x as follows:
18 = (3√3/2)x²
x² = 12/√3
x = 2√3
Now we can calculate the area of the larger hexagon:
Area of the larger hexagon = (3√3/2)(3/7x)² = (3√3/2)(3/7(2√3))² = 54/49 m²
Finally, we can calculate the volume of the larger hexagon, assuming it is a regular hexagonal prism:
Volume of the larger hexagon = Area of hexagon x Height
The height of the hexagonal prism is the same as the length of the side of the larger hexagon, which is (3/7)x:
Volume of the larger hexagon = (54/49) x (3/7)x = 54/343 x² ≈ 0.212 x²
Substituting the value of x, we get:
Volume of the larger hexagon ≈ 0.212 x (2√3)² = 1.272 m³
Therefore, the volume of the larger hexagon is approximately 1.272 m³.
Well, I'm not sure if it's correct but I got 42.
I got this by doing something along the lines of:
1) 18/x = 3/7
2) Cross multiply
3) 3x = 126
4) Divide both sides by 3
5) x = 42
2. (20 pts) LetA={0,1,2,3,4,5,6,7,8,9,A,B,C,D,E,F}. a) How many subsets ofAhave 8 elements? b) How many subsets ofAwith 8 elements have only numbers? c) How many subsets ofAwith 8 elements have only letters? d) How many subsets ofAwith 8 elements have 2 letters?
a) There are 128 subsets of A with 8 elements. This is because the number of subsets of a set with n elements is 2 ^ n. Therefore, the number of subsets of A with 8 elements is 2 ^ 8 = 128.
b) There are 82 subsets of A with 8 elements that have only numbers. This is because there are 10 numbers in A and each of these numbers can be included or excluded from the subset of 8 elements. Therefore, the number of subsets of A with 8 elements that have only numbers is 2 ^ 10 = 1024.
c) There are 46 subsets of A with 8 elements that have only letters. This is because there are 6 letters in A and each of these letters can be included or excluded from the subset of 8 elements. Therefore, the number of subsets of A with 8 elements that have only letters is 2 ^ 6 = 64.
d) There are 28 subsets of A with 8 elements that have 2 letters. This is because there are 6 letters in A and each of these letters can be included or excluded from the subset of 8 elements twice. Therefore, the number of subsets of A with 8 elements that have 2 letters is 2 ^ 12 = 4096.
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what is
1) y=2x
y=x+15
2) 2x+5y=55
-6x+y=-4
(systems of equations
Answer:
53
Step-by-step explanation:
becuas eyou divide it all togtheir and then subtract 42 from 83 and you ga the anwer
A rectangular garden and triangular flower garden are planted next to each other. The dimensions are shown in the diagram below.
An equivalent expression for the total length of fencing is 11y+10 inches.
What is the perimeter?The whole distance encircling a shape is referred to as its perimeter. It is the length of any two-dimensional geometric shape's boundary or outline. Depending on the size, the perimeter of several figures can be the same.
From the given figure, length of rectangle is (3y+5) inches and breadth is y inches. Sides of equilateral triangle measures y inches.
a) We know that, the perimeter of a rectangle is 2 (Length+Breadth)
= 2(3y+5+y)
= 2(4y+5)
= 8y+10 inches
Perimeter of equilateral triangle is 3×Side
= 3×y
= 3y inches
So, total length = 8y+10+3y inches
b) Equivalent expression is
8y+10+3y
= 11y+10 inches
c) Factors of the expression is 1 and 11y+10.
Therefore, an equivalent expression for the total length of fencing is 11y+10 inches.
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model with a proportion
The decrease in price for notebooks was $1.60, a 40% decrease. What was al original price and what is the new price?
The new price of the notebooks is $2.40.
To find the original price and the new price of the notebooks, we can use a proportion model. Let's call the original price "x" and the new price "y".
The proportion model for this problem would be:
40/100 = 1.60/x
To solve for x, we can cross-multiply:
40x = 100(1.60)
And then divide both sides by 40:
x = 4
So the original price of the notebooks was $4.00. To find the new price, we can subtract the decrease in price from the original price:
y = x - 1.60
y = 4 - 1.60
y = 2.40
So the new price of the notebooks is $2.40.
40/100 = 1.60/4
0.4 = 0.4
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PLEASE HELP ME ASAP TRIPLE THE BRAINLY!
slope = -1/5
used slope forumula
Two students, Stella and Vladimir, completed the conversion
statement 12 feet 8 inches =
inches.
Stella stated that 12 feet 8 inches = 152 inches.
Vladimir stated that 12 feet 8 inches = 9 inches.
Which student is incorrect? Explain.
1. Highlight the measurement to be converted.
2.
Into what units do the students need to convert the given
measurement? Explain.
3.
Is a conversion factor given for the students in the problem? If not,
where could they find it?
4. Circle Stella’s and Vladimir’s answers. Explain how they are different.
5. Which student’s answer is more reasonable? Explain.
6. Should your final answer be a number? Explain.
1. Completing the conversion of 12 feet 8 inches to inches, Stella who stated that 12 feet 8 inches = 152 inches is correct unlike Vladimir who got 9 inches.
2. Stella and Vladimir need to convert the given measurement into inches.
3. No conversion factor is given for the problem. However, the conversion factor could be found online or using the mathematical table.
4. Stella's and Vladimir's answers differ because Vladimir failed to convert the feet into inches.
5. Stella's answer is more reasonable, and it is correct because 12 feet equal 144 inches plus 8 inches, giving 152 inches.
6. The final answer should not just be a number without indicating the unit of measurement.
What is unit conversion?A unit conversion is the mathematical expression of the same property in a different unit of measurement.
For instance, instead of stating distance in kilometers, it can be depicted in miles. Similarly, instead of reporting time in hours, it can be reported in minutes or seconds.
1 foot = 12 inches
12 feet = 144 inches
12 feet 8 inches = 152 inches (12 x 12 + 8)
Thus, in this situation, the measurement to be converted is feet to inches.
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In a group of 30 students, 12 take Mathematics, 16 take Art, and 18 take History. If each student takes at least one subject and no one takes all three, then what is the number of students taking exactly 2 subjects?
There are 23 students taking exactly 2 subjects.
To find the number of students taking exactly 2 subjects, we can use the formula:
n(A∩B∩C) = n(A) + n(B) + n(C) - 2n(A∩B) - 2n(B∩C) - 2n(C∩A) + 3n(A∩B∩C)
Since we know that no one takes all three subjects, n(A∩B∩C) = 0. We can plug in the values given in the question and solve for n(A∩B), which represents the number of students taking exactly 2 subjects:
0 = 12 + 16 + 18 - 2n(A∩B) - 2(0) - 2(0) + 3(0)
0 = 46 - 2n(A∩B)
2n(A∩B) = 46
n(A∩B) = 23
Therefore, the number of students taking exactly 2 subjects is 23.
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help please! giving brainliest and reward for this is 100 points. and if you dont mind giving a explanation to it that is what i mainly need but thanks help please!!1
not completely sure
3x25=75
answer 75
i think so bye
Please help and provide steps if you can
Three painters are working on painting a fence: Abel, Baker and Chuck. Abel could paint the whole fence himself in 18 hours. Baker paints twice as fast as Abel. Chuck paints three times as fast as Abel. How long does it take them working all together?
The combined rate of all three workers is 6 fences per 3 hours.
To find out how long it would take for all three painters to paint the fence together, we need to find the combined rate of work for Abel, Baker, and Chuck.
Let's first find the rate of work for each painter individually.
Abel's rate of work is 1/18 of the fence per hour (since he can paint the whole fence in 18 hours).
Baker's rate of work is twice as fast as Abel's, so his rate of work is 2/18 (or 1/9) of the fence per hour.
Chuck's rate of work is three times as fast as Abel's, so his rate of work is 3/18 (or 1/6) of the fence per hour.
Now, to find the combined rate of work for all three painters, we simply add their individual rates of work together:
1/18 + 1/9 + 1/6 = 1/18 + 2/18 + 3/18 = 6/18 = 1/3
This means that together, the three painters can paint 1/3 of the fence per hour.
To find out how long it would take them to paint the whole fence, we simply divide the total amount of work (1 whole fence) by their combined rate of work (1/3 of the fence per hour):
1 ÷ 1/3 = 3
So it would take the three painters 3 hours to paint the whole fence together.
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There are "D" defective motherboards in a package of 100 motherboards. Two motherboards are randomly selected. Here, D = Last 2 digits of your student ID. Let, Y be the random variable that represents number of defective motherboards selected. a. Find the Probability Mass Function of Y. [3] b. Find the Cumulative Distribution Function of Y. [2] c. Find the mean of Y. [2] d. Find the standard deviation of Y. [3]
The standard deviation of Y is 0.49.
Let's assume that D=20 (the last two digits of your student ID). Therefore, there are 20 defective motherboards in a package of 100 motherboards.
The Probability Mass Function (PMF) of Y is given by:
P(Y=0) = (80/100)*(79/99)
=> 0.64
P(Y=1) = (20/100)*(80/99) + (80/100)*(20/99)
=> 0.32
P(Y=2) = (20/100)*(19/99)
=> 0.04
The Cumulative Distribution Function (CDF) of Y is given by:
P(Y<=0) = P(Y=0)
=> 0.64
P(Y<=1) = P(Y=0) + P(Y=1)
=> 0.64 + 0.32
=> 0.96
P(Y<=2) = P(Y=0) + P(Y=1) + P(Y=2)
=> 0.64 + 0.32 + 0.04
=> 1
The mean of Y is given by:
E(Y) = 0*P(Y=0) + 1*P(Y=1) + 2*P(Y=2)
=> 0 x 0.64 + 1 x 0.32 + 2 x 0.04
= 0.4
The standard deviation of Y is given by:
Var(Y) = SD(Y)
=> [tex]\sqrt{(Var(Y))[/tex]
=>[tex]\sqrt{(0.24)[/tex]
=> 0.49
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Can someone help me on this special series progressions? thanks
The given expression evaluates to 366.
What is Summation?The sum of the series is computed using the summation formulas. There are many different kinds of sequences, including arithmetic and geometric sequences, and consequently, there are many different kinds of summing formulas for those different kinds of sequences.
As per the given data:
To find [tex]\sum_{n=2} ^6 n (n^2 -n+1)[/tex]
Simplifying the given expression:
[tex]\sum_{n=2} ^6 n^3 - n^2 + n[/tex]
using the formulas:
[tex]\sum n = \frac{n(n+1)}{2}\\\\\sum n^2 = \frac{n(n+1)(2n+1)}{6}\\\\\sum n^3 = \frac{n^2(n+1)^2}{4}[/tex]
= [tex][\frac{n^2(n+1)^2}{4} - [\frac{n(n+1)(2n+1)}{6}] + \frac{n(n+1)}{2}]_{n=2} ^ 6[/tex]
substitute the values of limit:
= 371 - 5
= 366
Hence, the given expression evaluates to 366.
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A. Write an expression that is equivalent to m + m + m + m that is the product of a coefficient and a variable.
B. Write an expression that is equivalent to m + m + m + m that is the sum of two terms.
The expression that is equivalent to m + m + m + m that is the product of a coefficient and a variable is 4m, where 4 is the coefficient and m is the variable.
What are algebraic expressions?
An algebraic expression is a mathematical phrase that contains one or more variables, numbers, and arithmetic operations (such as addition, subtraction, multiplication, and division). It can also include exponents, roots, and other mathematical symbols.
Algebraic expressions are used to represent mathematical relationships and to solve problems in various areas of mathematics, science, and engineering. Examples of algebraic expressions include 3x + 5, 2y - 7, and 4x² - 3xy + 2.
A. The expression that is equivalent to m + m + m + m that is the product of a coefficient and a variable is 4m, where 4 is the coefficient and m is the variable.
B. The expression that is equivalent to m + m + m + m that is the sum of two terms is 2m + 2m, where 2m is one term and the other term is also 2m.
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VALUE ADDED TAX (TAX) IS ADDED AT 15 % FOR GOOD AND SERVICES IN SOUTH AFRICA. WHAT WILLBE THE SELLING PRICE OF A LAPTOP THAT COSTS R4 200 BEFORE VAT
Answer:
To find the selling price of the laptop that costs R4 200 before VAT, we need to add 15% VAT to the cost.
The VAT amount can be calculated as:
VAT = 15% of R4 200
VAT = (15/100) x R4 200
VAT = R630
The selling price including VAT will be the cost of the laptop plus the VAT amount:
Selling price = R4 200 + R630
Selling price = R4 830
Therefore, the selling price of the laptop that costs R4 200 before VAT will be R4 830 after adding 15% VAT.
Town A and Town B are located at the points shown in the diagram. Mr. Peterson
wants to drive from Town A to Town B. He can choose between the route that takes
him through Towns P and Q, or the route that takes him through Town R. Each unit on
the grid equals 1 kilometer.
Answer:
To find the shorter route, we need to calculate the distances for both routes and compare them.
Route through Towns P and Q:
The distance between Town A and Town P is 3 units to the right and 5 units up, so it is √(3² + 5²) = √34 km.
The distance between Town P and Town Q is 2 units to the right, so it is 2 km.
The distance between Town Q and Town B is 4 units to the right and 4 units down, so it is √(4² + 4²) = 4√2 km.
Therefore, the total distance for this route is √34 + 2 + 4√2 km.
Route through Town R:
The distance between Town A and Town R is 5 units to the right and 3 units up, so it is √(5² + 3²) = √34 km.
The distance between Town R and Town B is 5 units to the right and 7 units down, so it is √(5² + 7²) = √74 km.
Therefore, the total distance for this route is √34 + √74 km.
Comparing the distances, we can see that:
√34 + 2 + 4√2 km ≈ 10.2 km
√34 + √74 km ≈ 12.6 km
Therefore, the shorter route is the one that goes through Towns P and Q, which is approximately 10.2 km long.
Consider the following all integer linear program
Max 1x1+1x2
s.t.
4x1+6x2 less than or equal to 22
1x1+5x2 less than or equal to 15
2x1+1x2 less than or equal to 9
x1,x2 greater than or equal to 0 and integer
A) graph the constraints of the problem
B) solve the LP relaxation of this problem
C) find the optimal integer solution
A) To graph the constraints of the problem, we need to rearrange each constraint into slope-intercept form (y = mx + b) and plot them on a graph.
For the first constraint, 4x1+6x2 <= 22, we can rearrange it as follows:
6x2 <= -4x1 + 22
x2 <= (-2/3)x1 + (22/6)
For the second constraint, 1x1+5x2 <= 15, we can rearrange it as follows:
5x2 <= -1x1 + 15
x2 <= (-1/5)x1 + (15/5)
For the third constraint, 2x1+1x2 <= 9, we can rearrange it as follows:
1x2 <= -2x1 + 9
x2 <= (-2)x1 + 9
We can now plot these constraints on a graph with x1 on the x-axis and x2 on the y-axis.
B) To solve the LP relaxation of this problem, we can use the simplex method. The objective function is Max 1x1+1x2. The constraints are 4x1+6x2 <= 22, 1x1+5x2 <= 15, 2x1+1x2 <= 9, x1 >= 0, and x2 >= 0.
Using the simplex method, we can find that the optimal solution is x1 = 3 and x2 = 2, with an objective function value of 5.
C) To find the optimal integer solution, we can use the branch and bound method. We start with the LP relaxation solution of x1 = 3 and x2 = 2. Since this is already an integer solution, it is the optimal integer solution. The objective function value is 5.
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the cost of a ticket to the circus is $15 for children and $40 for adults. on a certain day ,attendance at the circus was 1,000 and the total gate revenue was $30,000. How many children and how many adults bought tickets?
400 children and 600 adults bought tickets to the circus.
Let's call the number of children who bought tickets "C" and the number of adults who bought tickets "A". We can set up two equations to represent the information given in the question:
C + A = 1000 (the total number of people who bought tickets)
15C + 40A = 30000 (the total gate revenue)
We can use the first equation to solve for one of the variables in terms of the other. For example, we can solve for C in terms of A:
C = 1000 - A
Now we can substitute this equation into the second equation to solve for A:
15(1000 - A) + 40A = 30000
15000 - 15A + 40A = 30000
25A = 15000
A = 600
So 600 adults bought tickets. We can use the first equation to find the number of children who bought tickets:
C + 600 = 1000
C = 400
So 400 children bought tickets. Therefore, the answer is that 400 children and 600 adults bought tickets to the circus.
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If G (with 2 or more nodes) is connected, then all nodes must have degree bigger equal to 1.
true or false
The statement "If G is connected with 2 or more nodes, then all nodes must have a degree bigger or equal to 1." is true.
This is because a connected graph is defined as a graph in which there is a path between any two nodes. If a node has a degree of 0, that means it is not connected to any other nodes, and therefore the graph cannot be connected. So, in order for G to be connected, all nodes must have a degree of at least 1.
In conclusion, the answer is true.
What is a node?A node is a point where several elements are connected.
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19. sin!/2 x cos x – sin5/2 x cos x = cos x/sin x 20. secx(sec x tan x) - sec4 x(sec x tan x) sec5 x tanx -
cosx = cos4x = cos5x.
19. Using the identity sin2x + cos2x = 1, we can rewrite the equation as:
sin2x/2 - sin2x/2 = cosx/sinx
Simplifying both sides: cosx/sinx = 0
Therefore, cosx = 0 and sinx = 0.
20. Using the identities secx = 1/cosx, tanx = sinx/cosx, and sec2x = 1 + tan2x, we can rewrite the equation as:
secx(secx tanx) - sec4x(secx tanx) = sec5x tanx
Simplifying: secx - sec4x = sec5x
Therefore, secx = sec4x = sec5x.
Simplifying further: 1/cosx = 1/cos4x = 1/cos5x
Therefore, cosx = cos4x = cos5x.
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Which numbers below are ratonal? (Select all that apply)
A. -7
B. 36.545454....
C. 9.149278643
D. 7/11
E. 10√
F. 25√+ 3
G. 2√+9√
hiranda T Show all of the work of how you List the correct answer and circle or highlight it. ((7)/(8)+(1)/(2))/(2(1)/(4))
On simplifying ((7)/(8)+(1)/(2))/(2(1)/(4)) the correct answer is 2 3/4.
To solve the problem ((7)/(8)+(1)/(2))/(2(1)/(4)), we can follow these steps:
Step 1: Simplify the expression inside the parentheses in the numerator.
(7/8) + (1/2) = (7/8) + (4/8) = (11/8)
Step 2: Simplify the expression inside the parentheses in the denominator.
2(1/4) = (2/1)(1/4) = (2/4) = (1/2)
Step 3: Divide the simplified numerator by the simplified denominator.
(11/8) ÷ (1/2) = (11/8) × (2/1) = (22/8) = (11/4)
Step 4: Simplifying the final expression, if possible.
(11/4) = 2 3/4
Therefore, the correct answer is 2 3/4.
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Use the given information to find the exact function value. Simplify your answer as much as possible. Rationalize the denominator if necessary. sin a = 5/13, 0 < a < ????/2
The given information tells us that the sin a is equal to 5/13, and that 0 is less than a, which is less than π/2. Therefore, the exact function value for sin a is 5/13 and the value for a is approximately 5/12.
We are given that sin(a) = 5/13 and 0 < a < π/2. We can use the Pythagorean identity cos²(a) + sin²(a) = 1 to find cos(a):
cos²(a) + sin²(a) = 1
cos²(a) + (5/13)² = 1
cos²(a) = 1 - (5/13)²
cos²(a) = 144/169
cos(a) = ± 12/13
Since 0 < a < π/2, we know that cos(a) > 0. Therefore, cos(a) = 12/13. We can use the definition of tangent to find tan(a):
tan(a) = sin(a)/cos(a) = (5/13)/(12/13) = 5/12
Therefore, the exact function value we were asked to find is tan(a) = 5/12.
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2x+5y=5solve for x
3x-2y=9 solve for y
The solution for each expression is given as follows:
2x + 5y = 5 for x -> x = 2.5(y - 1).3x - 2y = 9 for y -> y = 1.5(x - 3).How to solve the expressions?To solve an expression for a variable, we isolate the desired variable applying the inverse operations.
The solution for x of the first expression is obtained as follows:
2x + 5y = 5
2x = 5y - 5
x = 5(y - 1)/2
x = 2.5(y - 1).
The solution for y of the second expression is obtained as follows:
3x - 2y = 9
2y = 3x - 9
2y = 3(x - 3)
y = 3/2(x - 3)
y = 1.5(x - 3).
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PLSSS HELP IF YOU TURLY KNOW THISSS
Answer:
-8=x
Step-by-step explanation:
-6=x+2
take away 2 from each side
-8= x
Answer:
x = -8
Step-by-step explanation:
To solve for x in equation 3(x - 2) = 4x + 2, we need to simplify the expression on the left side of the equation by using the distributive property. This gives:
3x - 6 = 4x + 2
Next, we need to isolate the variable x on one side of the equation. We can do this by adding 6 to both sides of the equation:
3x - 6 + 6 = 4x + 2 + 6
Simplifying this expression, we get:
3x = 4x + 8
Now, we need to isolate x again by subtracting 4x from both sides:
3x - 4x = 4x + 8 - 4x
Simplifying this expression gives:
-x = 8
Finally, we solve for x by multiplying both sides of the equation by -1:
x = -8
Therefore, the solution to the equation 3(x-2) = 4x + 2 is x = -8.
I neeeeddd help pls help me
Given the matrices A = [3/4 0] and B = [-4 0]
[0 ¾] [0 -4] 2a) Compute AB 2b) Compute BA.
2c) How did your answer in part (a) and part (b) compare? 2d) Will this be true, in general, for any two matrices when you multiply them (assuming their dimensions line up so that they may be multiplied)? If so, explain your reasoning If not, show an example of two matrices C and such that CD+DC.
The matrices A and B are given as:
A = [3/4 0]
[0 3/4]
B = [-4 0]
[0 -4]
2a) Compute AB:
AB = [3/4 0] * [-4 0]
[0 3/4] [0 -4]
= [3/4 * -4 + 0 * 0 3/4 * 0 + 0 * -4]
[0 * -4 + 3/4 * 0 0 * 0 + 3/4 * -4]
= [-3 0]
[0 -3]
2b) Compute BA:
BA = [-4 0] * [3/4 0]
[0 -4] [0 3/4]
= [-4 * 3/4 + 0 * 0 -4 * 0 + 0 * -4]
[0 * 3/4 + -4 * 0 0 * 0 + -4 * 3/4]
= [-3 0]
[0 -3]
2c) How did your answer in part (a) and (b) compare?
The answers in part (a) and (b) are the same. Both AB and BA resulted in the matrix [-3 0] [0 -3].
2d) Will this be true, in general, for any two matrices when you multiply them (assuming their dimensions line up so that they may be multiplied)? If so, explain your reasoning. If not, show an example of two matrices C and D such that CD≠DC.
No, this will not be true in general for any two matrices when you multiply them. The order in which matrices are multiplied matters, and in most cases, AB≠BA. Here is an example of two matrices C and D such that CD≠DC:
C = [1 2]
[3 4]
D = [5 6]
[7 8]
CD = [1 * 5 + 2 * 7 1 * 6 + 2 * 8]
[3 * 5 + 4 * 7 3 * 6 + 4 * 8]
= [19 22]
[43 50]
DC = [5 * 1 + 6 * 3 5 * 2 + 6 * 4]
[7 * 1 + 8 * 3 7 * 2 + 8 * 4]
= [23 34]
[31 50]
As you can see, CD≠DC.
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Please, help I need this done today and show work.
The points (1, 1) and (2, 2) have been used to graph the inequality as shown in the image attached below.
The boundary line is dashed.
The boundary line is shaded below.
What are the rules for writing an inequality?In Mathematics, there are two (2) main rules that are generally used for writing and interpreting an inequality or system of inequalities that are plotted on a graph and these include the following:
The line on a graph should be a solid line when the inequality symbol is (≥ or ≤).The line on a graph should be a dashed (dotted) line when the inequality symbol is (> or <).Additionally, the point (2, 2) and point (1, 1) are not solutions to the given inequality y < 1/4(x) + 1 because the lie below the boundary line
y < 1/4(x) + 1
2 < 1/4(2) + 1
2 < 3/2 (False)
y < 1/4(x) + 1
1 < 1/4(1) + 1
2 < 5/4 (False)
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Find the length of a side of the square with vertices at (5, 4), (1, 5), (0, 1),
and (4, 0). Then find the area of the square.
The length οf οne side οf the square is √17 and the area οf the square is 17 square units.
What is Cοοrdinate Geοmetry?Cοοrdinate geοmetry is a branch οf mathematics that uses algebraic equatiοns tο describe the relatiοnships between pοints and shapes in a plane. It invοlves using the Cartesian cοοrdinate system tο represent pοints with οrdered pairs οf numbers.
We can start by finding the distance between twο οppοsite vertices οf the square using the distance fοrmula:
d = √[(x2 - x1)² + (y2 - y1)²]
Let's find the distance between the pοints (5, 4) and (1, 5), which are οppοsite vertices οf the square:
d = √[(1 - 5)² + (5 - 4)²] = √[16 + 1] = √17
Sο the length οf οne side οf the square is √17.
Tο find the area οf the square, we can use the fοrmula:
area = side²
Substituting the value οf the side that we fοund abοve, we get:
area = (√17)² = 17
Therefοre, the area οf the square is 17 square units.
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please help asap and show work please o
The correct coordinates for N' after a 180° rotation about the origin are (-3, -4).
Ari's likely error was that they incorrectly flipped the signs of the coordinates independently.
How to explain the coordinatesIt should be noted that to rotate a point 180° about the origin, we need to flip the sign of both coordinates of the point. Therefore, the correct coordinates for N' after a 180° rotation about the origin are (-3, -4), not (-4, 3) as Ari claimed.
Ari's likely error was that they incorrectly flipped the signs of the coordinates independently, rather than flipping both signs together. This mistake could have arisen from a misunderstanding of the geometric concept of rotation or a simple arithmetic error.
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HELPPPOP i dont know WHAT THE ANSWER ISS