1. What is 2 added to 1?
4
in​

Circle B is dilation of 6 unit left and 4 unit down to the center of circle A.

We have to given that;

Circle A is transformed into Circle B using a sequence of two transformations.

And, The first transformation is a dilation centered at (6,0).

Here, Center of circle A is,

⇒ A = (6, 0)

And, Center for circle B is,

⇒ B = (0, - 4)

Hence, We get;

⇒ B = (6 - 6, 0 - 4)

⇒ B = (0, - 4)

Hence, Circle B is dilation of 6 unit left and 4 unit down to the center of circle A.

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The measure of an interior angle is 140°.

The number of sides that this polygon has is 9 sides.

In Mathematics and Geometry, the measure of the sum of the angles of a convex quadrilateral, pentagon, and a nonagon is equal to 360 degrees. This ultimately implies that, the sum of all the exterior angles of a regular polygon must add up to 360 degrees.

Mathematically, the exterior angle of a regular polygon can be calculated by using this mathematical equation:

Exterior angle = 360/number of sides

40 = 360/number of sides

Number of sides = 360/40

Number of sides = 9 sides.

Additionally, the measure of each interior angle of a regular polygon can be calculated by using this mathematical equation:

Interior angles = [180 × (n - 2)]/n

Interior angles = [180 × (9 - 2)]/9

Interior angles = 1,260/9

Interior angles = 140°

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It will take approximately 7 weeks for the insect population to surpass 16,000. Option D.

To determine the number of weeks it will take for the population to surpass 16,000, we need to find the value of t when P exceeds 16,000. Let's set up the equation:

16,000 = 15,000 + 2500 x sin(πt/52)

Subtracting 15,000 from both sides:

1,000 = 2500 x sin(πt/52)

Dividing both sides by 2500:

0.4 = sin(πt/52)

To solve for t, we need to find the inverse sine of both sides of the equation:

πt/52 = arcsin(0.4)

t = (52/π) x arcsin(0.4)

t ≈ (52/π) x 0.4115

t ≈ 6.6 weeks

Therefore, it will take approximately 7 weeks for the insect population to surpass 16,000.

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Answer:

Perimeter of a rectangle

Step-by-step explanation:

You have to combine all of the sides which results in 2 lengths and 2 widths being combined (2l+2w)

a) The two expressions do not represent the same value. b) the surface area of a rectangular prism consists of the sum of the areas of all its faces. By doubling the areas of each face

a. To determine if Sofia and Ella's expressions represent the same value for the surface area of a rectangular prism, we can simplify their expressions and compare them.

Sofia's expression: (3 cm x 4 cm) + (3 cm x 5 cm) + (4 cm x 5 cm) + (4 cm x 5 cm)

            = 12 cm² + 15 cm² + 20 cm² + 20 cm²

            = 67 cm²

Ella's expression: 2(3 cm x 4 cm) + 2(3 cm x 5 cm) + 2(4 cm x 5 cm)

          = 2(12 cm²) + 2(15 cm²) + 2(20 cm²)

          = 24 cm² + 30 cm² + 40 cm²

          = 94 cm²

The two expressions do not represent the same value. Sofia's expression calculates the surface area by adding the areas of each face once, while Ella's expression calculates the surface area by doubling the areas of each face and then summing them up.

b. Ella's expression, 2(3 cm x 4 cm) + 2(3 cm x 5 cm) + 2(4 cm x 5 cm), shows more clearly the fact that the surface area of a rectangular prism consists of the sum of the areas of all its faces. By doubling the areas of each face

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Answer:

The simplified expression for g(a+5) - g(5) is 2a^2 + 20a.

Step-by-step explanation:

To evaluate and simplify the expression g(a+5) - g(5), we need to substitute the function g(t) = 2t^2 into the given expression.

Let's start by evaluating g(a+5):

g(a+5) = 2(a+5)^2

Expanding the expression:

g(a+5) = 2(a^2 + 10a + 25)

g(a+5) = 2a^2 + 20a + 50

Next, let's evaluate g(5):

g(5) = 2(5)^2

g(5) = 2(25)

g(5) = 50

Now we can substitute these values back into the expression g(a+5) - g(5):

g(a+5) - g(5) = (2a^2 + 20a + 50) - 50

Simplifying:

g(a+5) - g(5) = 2a^2 + 20a

Therefore, the simplified expression for g(a+5) - g(5) is 2a^2 + 20a.

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Answer:

[tex]a_{n}=a_{1} r^{n-1}[/tex]

[tex]a_{n}=5 (2)^{n-1}[/tex]

Answer: The concept of statistical independence is fundamental to statistical hypothesis testing. In hypothesis testing, we aim to assess whether there is evidence to support a claim or hypothesis about the relationship between variables in a population. The concept of statistical independence allows us to quantify the degree to which variables are related or dependent on each other.

Statistical independence refers to the absence of a relationship between two variables. When two variables are statistically independent, the occurrence or value of one variable provides no information or predictive power about the occurrence or value of the other variable. In other words, knowledge about one variable does not affect our ability to predict or infer the other variable.

Hypothesis testing involves comparing observed data to a null hypothesis, which assumes that there is no relationship or effect between the variables of interest. By assuming statistical independence under the null hypothesis, we establish a baseline against which we can evaluate the observed data and determine whether it provides evidence to reject or accept the null hypothesis.

When conducting statistical analysis, we use various statistical tests and measures to assess the likelihood of observing the data if the null hypothesis were true. If the observed data is highly unlikely under the assumption of independence (i.e., the p-value is below a predetermined significance level), we reject the null hypothesis and conclude that there is evidence of a relationship or dependence between the variables.

However, it's important to note that statistical analysis alone cannot definitively prove or establish causal relationships or dependence between variables. Statistical dependence refers to the presence of a relationship or association between variables, but it does not provide information about the direction or underlying mechanisms of the relationship.

Researchers typically focus on statistical independence rather than statistical dependence because independence is the default assumption when testing hypotheses. By assuming independence, researchers can rigorously evaluate whether the observed data provides evidence to reject the null hypothesis and support the claim of a relationship or effect between variables. Additionally, focusing on independence allows researchers to identify and investigate deviations from independence, which can reveal meaningful patterns, relationships, or dependencies that may exist in the data.

A graph of the image of the figure after a reflection across the x-axis is shown below.

In Mathematics and Geometry, a reflection over or across the x-axis is represented by this transformation rule (x, y) → (x, -y).

This ultimately implies that, a reflection over or across the x-axis would maintain the same x-coordinate while the sign of the y-coordinate changes from positive to negative or negative to positive.

By applying a reflection over or across the x-axis to triangle GLQ, we have;

(x, y)                →      (x, -y)

G (3, 4)             →      (3, -(4)) = G' (3, -4)

L (1, 2)                →     (1, -(2)) = L' (1, -2).

Q (4, -1)              →      (4, -(-1)) = Q' (4, 1)

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The total amount to each person end up paying $20.54.

To find the total amount each person will pay, first calculate the 20% tip on the total bill and then divide the sum by the number of people.

To split the bill evenly among Raphael and his four friends, we first need to find the total cost including the 20% tip.

The tip is 20% of the original bill, which is equivalent to 0.20 x $85.60 = $17.12.

Therefore, the total cost of the bill with the tip is $85.60 + $17.12 = $102.72.

To split this evenly among the five people, we divide by 5:

$102.72 ÷ 5 = $20.54

So each person will end up paying $20.54.

20% of $85.60 is ($85.60 * 0.20) = $17.12

Add the tip to the total bill:

$85.60 + $17.12 = $102.72

Divide the total amount by the number of people (5): $102.72 / 5 = $20.54

Therefore, the answer is B. $20.54.

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The binomials represents the length of each of it sides = a + 5.

The given expression is;

a² + 10a + 25

It represents the area of square.

Since area of square = (side)²

Therefore,

(side)² = a² + 10a + 25

           =  a² + 5a + 5a + 25

           =  a(a+5) + 5(a+5)

           =   (a+5)(a+5)

           =   (a+5)²

⇒(side)² = (a+5)²

Taking square root both sides

Hence

side of square = a + 5

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The function that has a greater output value for x = 10 is table B

From the question, we have the following parameters that can be used in our computation:

The table of values

The table A is a linear function with

A(x) = 1 + 0.3x

The table B is an exponential function with the equation

B(x) = 1.3ˣ

When x = 10, we have

A(10) = 1 + 0.3 * 10 = 4

B(10) = 1.3¹⁰ = 13.79

13.79 is greater than 4

Hence, the function that has a greater output value for x = 10 is table B

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To find the unit rate, we need to determine how much distance Margo covers in one unit of time. We can do this by dividing the distance by the time.

Distance = 1/4 mile

Time = 1/12 hour

Unit rate = Distance ÷ Time

Unit rate = (1/4 mile) ÷ (1/12 hour)

We can simplify this division by multiplying both the numerator and denominator by the least common multiple of 4 and 12, which is 12.

Unit rate = (1/4 mile) ÷ (1/12 hour) x (12/12)

Unit rate = (3/4 mile) ÷ 1 hour

Unit rate = 3/4 mile per hour

Therefore, Margo's unit rate is 3/4 mile per hour. This means that she can cover a distance of 3/4 mile in one hour of walking.

Answer:

3mph

Step-by-step explanation:

1/12 of an hour will be 5 min. In 5 min she can walk 1/4 mile then in one hour she can walk 1/4 x 12. This means her rate will be 3 miles per hour.

60/12 = 5

12 x 1/4 = 12/4 = 3

The value of "a" is approximately -3.784 when the function f(x) is divided by (x - a) and leaves a remainder of -5.

To find the value of "a" when the function f(x) = x^3 + 16x^2 + 60x + 40 is divided by (x - a) and leaves a remainder of -5, we can use the Remainder Theorem.

According to the Remainder Theorem, if a polynomial f(x) is divided by (x - a), the remainder is equal to f(a).

In this case, the remainder is -5, so we have f(a) = -5.

Substituting a into the function, we get:

f(a) = a^3 + 16a^2 + 60a + 40 = -5

Now, we need to solve this equation to find the value of "a."

a^3 + 16a^2 + 60a + 40 = -5

Rearranging the equation:

a^3 + 16a^2 + 60a + 45 = 0

To find the exact value of "a," we can use numerical methods such as factoring, synthetic division, or using a graphing calculator. Unfortunately, the solution to this equation is not straightforward and requires numerical approximations.

Using numerical methods or a graphing calculator, we find that the value of "a" is approximately -3.784.

Therefore, the value of "a" is approximately -3.784 when the function f(x) is divided by (x - a) and leaves a remainder of -5.

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The vertical distance between the two points given are (2, 11/3) and (2, -4/3) is 5 units.

The two points given are (2, 11/3) and (2, -4/3). These points have the same x-coordinate of 2, which means they lie on a vertical line. The vertical distance between the two points is simply the difference between their y-coordinates.

So, the vertical distance between the two points is:

11/3 - (-4/3) = 15/3 = 5

This means that if we were to draw a line segment connecting the two points, the length of the segment would be 5 units, and the segment would be parallel to the y-axis.

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Answer:

the answer is 54,000

Step-by-step explanation:

(540 × 45) + (540 × 55)

=24300 + 27700

=54000

The correct option is A, the relative frequency is 0.03

To find the relative frequency for a given outcome, we need to take the quotient between the number of times that we got that outcome, and the total number of times that the experiment is done.

Here the outcome  is "wants fruit smooties"

And for the total "number of times that the experiment is done" we need to count the number of students

We know:

Total number = 500

Number of 8th grades who want a fruit smoothies = 17

Relative frquency = 17/500 = 0.03

The correct option is the first one.

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The sample data suggest that the population proportion is not significantly greater than 0.59 at the significant level of 0.01.

In this case, the test statistic is calculated as follows:

z = (106/150 - 0.59) / sqrt(0.59(1-0.59)/150)

= 1.55

The p-value is calculated as the area under the standard normal curve to the right of the test statistic. In this case, the p-value is calculated as follows:

p-value = p(Z > 1.55)

= 0.123

Since the p-value is greater than the significance level of 0.01, we fail to reject the null hypothesis. Therefore, we cannot conclude that the population proportion is significantly greater than 0.59 at the significant level of 0.01.

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The measure of the indicated angles using available arc angles which subtends angles at the circumference are:

(5). ? = 103, (6). ? = 80°, (7). ? = 32°, and (8). ? = 110°

The angle subtended by an arc of a circle at it's center is twice the angle it substends anywhere on the circles circumference. Also the arc measure and the angle it subtends at the center of the circle are directly proportional.

So;

(5). m∠JBL + 92° = 180° {sum of opposite interior angles of a cyclic quadrilateral}

m∠JBL = 88°

arc angle (JK + LK) = 2(88)

arc angle JK = 176 - 70 = 106°

arc angle (JK + JB) = 2(?)

? = (106 + 100)/2

? = 103

(6). arc angle QR = 360° - are. QSR

arc angle QR = 360 - (80 + 120) = 160°

arc angle QR = 2(?)

? = 160/2

? = 80°

(7). arc angle GH = 2(m∠GFH)

m∠GFH = 116/2

m∠GFH = 58

m∠FGH = 90° {angle in a semi circle is a right angle}

? = 180 - (58 + 90)

? = 32°

(8). arc angle DCF = 360 - arc angle DEF

arc DCF = 360 - (68 + 72)

arc DCF = 220

arc DCF = 2(?)

? = 220/2

? = 110°

Therefore, the measure of the indicated angles using available arc angles which subtends angles at the circumference are: (5). ? = 103, (6). ? = 80°, (7). ? = 32°, and (8). ? = 110°

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A. The expressions that are squared of linear expressions are: c) (1/2x + 4)²; f) x² + 36.        B. The equivalent expressions are: a) (x+3)² = 16; f) x² + 6x + 9 = 16.

Part A: For the expressions that are squared of linear expressions:

a) 9x² - 36: This expression is not a squared linear expression because it contains a constant term (-36).

b) p² - 6p + q: This expression is not a squared linear expression because it contains a quadratic term (-6p) and a constant term (q).

c) (1/2x + 4)²: This expression is a squared linear expression because it represents the square of a linear expression, (1/2x + 4).

d) (2d + 8)(2d-8): This expression is not a squared linear expression because it represents the product of two linear expressions, (2d + 8) and (2d - 8).

e) x² + bx + 36: This expression is not a squared linear expression because it contains a quadratic term (x²) and a constant term (36).

f) x² + 36: This expression is a squared linear expression because it represents the square of the linear expression (x) and a constant term (36).

Part B: For the equations that are equivalent to x² + 6x = 16:

a) (x+3)² = 16: This equation is equivalent because it represents the square of the linear expression (x+3) equal to 16.

b) (x + 3)² = 0: This equation is not equivalent because it represents the square of the linear expression (x+3) equal to zero, not 16.

c) x² + 6x + 9 = 0: This equation is not equivalent because it represents a quadratic equation with a constant term (9), not x² + 6x = 16.

d) (x+3²) = 15: This equation is not equivalent because it represents the square of the linear expression (x+3²) equal to 15, not 16.

e) x² + bx + 9 = 25: This equation is not equivalent because it represents a quadratic equation with a constant term (9) and a different right-hand side (25), not x² + 6x = 16.

f) x² + 6x + 9 = 16: This equation is equivalent because it represents the square of the linear expression (x+3) equal to 16.

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The area of the sector in the circle shown above is given as follows:

32.3 in².

The area of a circle of radius r is given by the multiplication of π and the radius squared, as follows:

A = πr²

The radius of a circle represents the distance between the center of the circle and a point on the circumference of the circle, hence it is given as follows:

r = 10 in.

Then the area of the entire circle is given as follows:

A = π x 10²

A = 314 in².

The entire circumference of the circle is of 360º, while the angle is of 37º, hence the area of the sector is given as follows:

37/360 x 314 = 32.3 in².

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Answer:

3/4

Step-by-step explanation:

NW is 45° counterclockwise (anticlockwise) to North

If she turns 45° anticlockwise she will be facing directly west

If she turns another 180° anti clockwise, she will be facing east

To fact NE she must turn another 45°anticlockwise

Total anti-clockwise turn in degrees = 45 + 180 + 45 = 270°

One complete turn is 360°

So the total turn Miko made as a fraction of a complete turn
= 270/360

= 3/4

The required interquartile range of the given data set is 7.

To find the interquartile range (IQR), we first need to order the data set from least to greatest:

4, 6, 6, 11, 12, 13, 13, 13, 14

Next, we calculate the first quartile (Q1) and the third quartile (Q3).

Q1 is the median of the lower half of the data set. Since there are 9 numbers, the lower half consists of the first four numbers: 4, 6, 6, 11. The median of these numbers is the average of the middle two, which is (6 + 6) / 2 = 6.

Q3 is the median of the upper half of the data set. The upper half consists of the last four numbers: 12, 13, 13, 14. The median of these numbers is the average of the middle two, which is (13 + 13) / 2 = 13.

Now that we have Q1 = 6 and Q3 = 13, we can calculate the interquartile range (IQR) as the difference between Q3 and Q1:

IQR = Q3 - Q1 = 13 - 6 = 7

Therefore, the interquartile range of the given data set is 7.

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The probability of a student chosen at random playing an instrument other than the guitar is 29/45.

To calculate the probability of a student playing an instrument other than the guitar, we need to determine the total number of students who play instruments other than the guitar and the total number of students in the middle school.

In the seventh grade, the number of students playing instruments other than the guitar is 3 (bass) + 10 (drums) + 5 (keyboard) = 18.

In the eighth grade, the number of students playing instruments other than the guitar is 3 (bass) + 6 (drums) + 2 (keyboard) = 11.

The total number of students playing instruments other than the guitar is 18 + 11 = 29.

Now, let's calculate the total number of students in the middle school by summing up the number of students in each grade:

Seventh grade: 12 (guitar) + 3 (bass) + 10 (drums) + 5 (keyboard) = 30

Eighth grade: 4 (guitar) + 3 (bass) + 6 (drums) + 2 (keyboard) = 15

The total number of students in the middle school is 30 + 15 = 45.

Therefore, the probability of a student chosen at random playing an instrument other than the guitar is 29/45.

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The circle graph percentage is solved and the measure of ∠KL = 54° and the measure of ∠LMJ = 198°

Given data ,

Let the circle graph gives the percentage of students who favor the different lunch menus offered by the school cafeteria

Now , the measures of the angles are given by

The measure of ∠KL = 15 %

15 % ( 360 ) = 54°

Therefore , the measure of ∠KL = 54°

And , the measure of ∠LMJ = ( 24 % + 21 % ) of 360

The measure of ∠LMJ = 198°

Hence , the circle graph percentage is solved

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The trigonometric relations are solved and equation is A = 3/4

Given data ,

Let the trigonometric relation be represented as A

Now , the value of A is

A = Tan²60° × Sin60° x Tan30° x Cos²45°

On simplifying the equation , we get

Tan²60° = 3

Sin60° = √3/2

Tan30° = 1/√3

And , Cos²45° = 1/2

Now , the equation is A = 3 x √3/2 x 1/√3 x 1/2

A = 3/4

Hence , the trigonometric equation is solved and A = 3/4

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The slope of the graph f(x) = (1/3)x + 4 is less than the slope of g(x) = 4x-1

f(x) = 1/3 x + 4

g(x) = 4x - 1

The equation of line is given by y = mx +c

On comparing both equation with y = mx + c

m is the slope of the line and c is the intercept of the equation

Let the slope of f(x) is m₁

In f(x) =1/3 x + 4

m₁ = 1/3 = 0.33

Let the slope of g(x) is m₂

In g(x)  = 4x - 1

m₂ = 4

m₁ < m₂

slope of f(x) is less than slope of g(x)

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The domain value that corresponds to a range value of 4 is,

⇒ x = 1/2

Given that;

Function is,

y = 4x + 2

Since, the equation equal to the range value:

4 = 4x + 2

Then, we can solve for "x":

4 - 2 = 4x

2 = 4x

x = 1/2

Now that we have the value of "x", we can find the corresponding value of "y" by substituting it into the given equation:

y = 4x + 2

y = 4(1/2) + 2

y = 4 + 2

y = 6

Therefore, the domain value that corresponds to a range value of 4 is,

⇒  x = 1/2

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Answer:

y is 0,3

Step-by-step explanation:

To find the x-intercept, substitute in

0

for

y

and solve for

x

. To find the y-intercept, substitute in

0

for

x

Answer:

(0,3)

Step-by-step explanation:

Two methods:

Method 1:  General method for any equation

Method 2: Method specific for parabolas in standard form

Method 1:  General method for any equation

For any two-variable equation to be graphed, the y-intercept is the point where the graph crosses the y-axis.  The y-axis is a vertical line through the origin (0,0).

Any y-intercept is on that line, and to get to that point starting from the origin, one can't travel left or right to get to the y-intercept point (without moving back to the y-axis).  The only movement would be up or down.

Since no left-right movement will happen, the x-coordinate is zero.

For any two-variable equation, the x and y coordinates of any point on the graph are linked by the equation.  If it is known that the x-value is zero, the y-value associated with that x-value is given by substituting zero into the equation everywhere there is an "x", and solving for "y".

[tex]y=-4x^2-x+3[/tex]

[tex]y=-4(0)^2-(0)+3[/tex]

Order of operations requires exponents before multiplication, or addition & subtraction...

[tex]y=-4(0)-(0)+3[/tex]

multiplication...

[tex]y=0-0+3[/tex]

addition & subtraction, from left to right...

[tex]y=3[/tex]

So, when the x-value is zero, the y-value is three.  Therefore, the ordered pair representing that point is (0,3).

Method 2: Method specific for parabolas in standard form

The given equation is the equation for a parabola (as stated in the question), and it is given in "standard form": [tex]y=ax^2+bx+c[/tex], where a, b, and c are real numbers (and a isn't equal to zero, because then the x-squared term would be zero, and the equation would really just be a linear equation).

Note that for our equation, it is in standard form if we rewrite the equation to only use addition, [tex]y=-4x^2+-1x+3[/tex], where [tex]a=-4, ~b=-1 ~ \text{and}~c=3[/tex]

For a parabola in standard form, the y-intercept is always at a height of "c".

So, the y-intercept would be (0,3).