. The length of one line segment is 9cm and the length of a parallel line segment is 3cm. What scale factor would you need to use to map the first line segment onto the second line
semgment?
O 9/3=3
O 9x3=27
O 3/9=0.33
O 9/9=1

Step-by-step explanation:

(8 + 2)/(6 - p)= -10

10/6 - p = -10

-60 + 10p = 10

10p= 70

p= 7

The linear equation that passes through these two points is:

y = -4x

A general linear equation can be written as:

y = a*x + b

Where a is the slope and b is the y-intercept.

If we know that the line passes through two known points (x₁, y₁) and (x₂, y₂), then we can write the slope as:

a = (y₂ - y₁)/(x₂ - x₁)

Here we know the two points (-2, 8) and (5, -20), so the slope is:

a = (-20 - 8)/(5 + 2) = -28/7 = -4

So the line is:

y = -4*x + b

To find the value of b, we can replace the values of the point (-2, 8), so we will get:

8 = -4*(-2) + b

Now we can solve this for b.

8 = -4*(-2) + b

8 = 4*2 + b

8 = 8 + b

8 - 8 = b

0 = b

Then the linear equation is:

y = -4*x

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Answer:

8.2 × 10⁻³

Step-by-step explanation:

1.64 × 10⁰      1.64 × 1         1.64

-------------- = -------------- = ---------- = 0.0082

2.0 × 10²        2 × 100        200

Scientific notation: 8.2 × 10⁻³

I hope this helps!

this is your proper answer

hii, how are you

Answer:

15

Step-by-step explanation:

The resulting polynomial in standard form (b)  –4g^4 –3g³ +4g² +5g +3

Suppose the considered polynomial is of only one variable.

Then, the standard form of that polynomial is the one in which all the terms with higher exponents are written on left side to those which have lower exponents.

The simplification process is described and partially carried out. We are to finish by combining like terms and writing the result in standard form.

Given

Add: (g² – 4g^4 + 5g + 9) + (–3g³ + 3g² – 6)

Combine Like Terms

g²  + (–4g^4) + 5g + 9 + (–3g³) + 3g²  + (–6)

The like terms are the g² terms and the constants;

= (1 +3)g² + (–4g^4) +5g +(9 +(–6)) +(–3g³)

 = 4g² +(–4g^4) +5g +3 +(–3g³)

Write in Standard Form

In this form, the terms are written in order of decreasing degree.

= –4g^4 –3g³ +4g² +5g +3

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The measure of the ACB arc is 250° when in the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

Given that,

In the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

We have to find the measure of the ACB arc.

We know that,

Suppose that AB is the minor arc that is m(arc AB) = 110°

We know that measure of the major arc is 360°-  measure of minor arc.

m(arc ACB)= 360- m(arc AB)

m(arc ACB)= 360-110

m(arc ACB)= 250°

Therefore, The measure of the ACB arc is 250° when in the picture we have a circle with an angle AOB is a central angle with a measure of 110°.

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Draw a line and locate the origin '0', mark the positive numbers on the right and the negative number on the left of '0' at an equal distance.

A number line is a horizontal straight line in which the integers are placed in equal intervals. All the numbers can be represented in a number line. This line can be extended indefinitely at both ends. 

A number line is a graphical representation of numbers on a straight line. It is used for comparing and ordering numbers. It can be used for representing any real number that includes every whole number and natural number.

Draw a line and locate the point ‘0’. This point is known as the origin. If the given number is positive, draw it on the right side of the origin. If it is a negative number, draw it on the left side of zero. Divide each unit into the values equal to the denominator of the given fraction.

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Answer: You plug in y as 0 into your equation.

Step-by-step explanation:

Do the above thing OK.

Answer:

x^2(x^2 - 15) + 9(x-6)(x+1)

Step-by-step explanation:

To factor the expression x^4 - 15x^2 + 54 completely, we need to find the common factors in each term. In this case, we can see that the terms x^4 and -15x^2 share a common factor of x^2. To factor this out, we can use the difference of squares factorization:

x^4 - 15x^2 + 54 = x^4 - 15x^2 + (9x^2 - 9x^2) + 54

= x^2(x^2 - 15) + 9(x^2 - 6)

= x^2(x^2 - 15) + 9(x-6)(x+1)

Since x^2-15 can't be factored further. The expression is fully factored.

We can check this by multiplying it back and it should be the same as original expression.

Area of quadrilateral is 24 units and it is known as parallelogram.

A point in the plane is one-to-one connected to an ordered pair of real numbers (x, y) using point plotting. The 2-dimensional Cartesian coordinate system is as a result obtained.

A parallelogram results from plotting the four points.

the lower side is between (-6,-3) and (-2,-3)

0 to 3 is at the top (4,3)

As a result, the base length is 4 because the distance

between (-6,-3) and (-2,-3) = 4

the separation between (0,3) and (4,3)

The sides are the lines that connect (0,3) to (-6,-3)

along with (4,3) to (-2,-3).

Vertical height ranges from -3 to 3 or 6.

The parallelogram's area is given by base*height = 4(6) = 24.

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Answer: B

Step-by-step explanation:

Area = 4 x 5

         = 20 cm^2

Remember that area of parallelogram is the base x perpendicular height. is The perpendicular height is not 6cm but 5cm. (right angle labelled on diagram)

Answer: 20 cm²

Step-by-step explanation:

area parallelogram = base x height

=> 4 x 5 = 20

The degree of the polynomial 7x³ 5x 4x³ 2x² is 3.

The degree of a polynomial is the highest power of x in the polynomial.

In this case, the polynomial is 7x³ 5x 4x³ 2x², and the highest power of x is x³. This means that the degree of this polynomial is 3.

It's important to note that when working with polynomials it's important to pay attention to the signs of the coefficients. In this case, we have 7x³, 5x, 4x³, 2x². The x³ term has the highest degree and it's coefficient is 7, the x term has the second highest degree and it's coefficient is 5, the x³ term has the same degree as the first x³ term, but the coefficient is different, and the x² term has the fourth highest degree and it's coefficient is 2.

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Trigonometric identities are categorized as various identities out of which 11 are ,

Trigonometric Identities are used when trigonometric functions are given in an expression. Geometrically, these identities include one or more trigonometric functions

These are the sine , cosine or the tangent functions.

There are numerous trigonometric identities relating the side length and angle of a triangle. Only the right-angle triangle has the trigonometric identities.

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One mole consists of 6.02214076×10²³ units which is Avogadro's number. Thus one mole is known as Avogadro's number.

What is one mole?

A mole is 6.02214076×10²³ of any chemical unit, including atoms, molecules, ions, and others. Due to the large number of atoms, molecules, or other components that make up any substance, the mole is a useful measure to utilize. The mole was initially defined as the quantity of atoms contained in 12 grammes of carbon-12, but the General Conference on Weights and Measures declared in 2018 that the mole will only contain 6.02214076×10²³ of some chemical unit as of May 20, 2019.

In chemistry, a mole, sometimes spelled mol, is a common scientific measurement unit for significant amounts of very small objects like atoms, molecules, or other predetermined particles.

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The rate exists water being poured into the cup when the water level is 9 cm exists [tex]$$1458 \pi \mathrm{cm}^3 s^{-1}$$[/tex].

To determine the derivative of a composite function in differential calculus, apply the chain rule formula. If y = f(g(x)), then according to the chain rule, the instantaneous rates of change of the functions f and g with respect to x produce the instantaneous rate of change of f with respect to x.

A composition of functions, such as the composition of the functions f and g, f(g(x)), can be used to determine the derivative using the chain rule.

Let us set up the following variables:

R, Radius of conical cup (cm) = 30 cm

H, Height of the conical cup (cm) = 10 cm

Our aim is to find dV/dt when h = 9 and we are given dh/dt = 2

By similar triangles we have

r : h = R : H

r/h = 30/10

⇒ r = 3h

The volume of a cone is 1/3π r²h, So:

V = 1/3π r²h

simplifying the equation, we get

= 1/3π (3h²)h

= 1/3π 9h²h

= 3π h³

Differentiating wrt h we get:

dV/dh = 9π h²

Applying the chain rule we have:

dV/dt = (dV/dh)(dh/dt)

= 9π h² × 2

= 18π h²

If h = 9 then

[tex]$\left[\frac{d V}{d t}\right]_{h=9}=18 \pi\left(9^2\right)=1458 \pi \mathrm{cm}^3 s^{-1}$$[/tex].

Therefore, the rate exists water being poured into the cup when the water level 9 cm exists [tex]$$1458 \pi \mathrm{cm}^3 s^{-1}$$[/tex].

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Answer:

51.50004959055205

Step-by-step explanation:

[tex]sin (x) = \frac{18}{23}[/tex]

Answer:

The price of a table is rs1720

Step-by-step explanation:

Let C and T be the individual prices of the tables and chairs.

We know that 3C + 4T = rs7540

We are then told that C = rs220, so we can enter that into the equation to find T:

3C + 4T = rs7540  

3(220) + 4T = rs7540  [for C = rs220]

660 + 4T = 7540

4T = rs6880

T = rs1720

Check:

Do 3 chairs at 220 each and 4 tables at 1720 each add to a total of 7540?

Chairs:   rs660

Tables:  rs6880

Total = rs7540  YES

A triangular number succession is the representation of numbers as just an ordered set of equilateral triangles. The order of these numbers is 1, 3, and 6.

A triangular number is one that may be written as the sum of a initial n positive integers.

The first 3 triangular numbers are therefore 1, 3, and 6.

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The two equation to set up to solve the equation |3x - 2| = 19 are

Question 2

x = 5 OR -9

Question 3

x ≥ 6 OR x ≥ -9

Without taking direction into account, absolute value describes how far away from zero a certain number is on the number line.

A number can never have a negative absolute value.

The equation is written in the form below

|3x - 2| = 19

removing the absolute value sign

3x - 2 = ± 19

the two equations are

3x - 2 = 19

3x - 2 = -19

Question 2

solving for x

3|x + 2| - 7 = 14

3|x + 2| = 14 + 7

3|x + 2| =  21

divide through by 3

|x + 2| =  7

removing the absolute value sign

x + 2 =  ±7

solving for x for positive value

x + 2 = 7

x = 5

solving for the negative sign

x + 2 = -7

x = -9

Question 3

-2|2x+3| + 14 ≥ -16

-2|2x+3| ≥ -30

dividing through by -2

|2x+3| ≥ 15

2x+3 ≥ ±15

solving for the positive sign

2x+3 ≥ 15

x ≥ 6

solving for the negative sign

2x+3 ≤ -15

x ≥ -9

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The expression which represents the value of the area could be the six times the circumference of the circle.

What is area of circle ?

area of circle can be defined as the product of pi(3.14) and square of radius of the circle.

Given,

helicopter pad which is in the shape of a circle has a circumference 72.48

and the diameter of 24 feet.

radius = diameter/2

radius = 24/2

radius = 12

circumference of circle = 72.48

area of circle =  π*r*r

area of circle = 22/7 * 12 * 12

area of circle = 452.5

area of circle is approximately 6 times the circumference of circle.

Hence , The expression which represents the value of the area could be the six times the circumference of the circle.

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Answer: To find the area of the pre-image and the image, you can use the coordinates of the vertices of the shapes to calculate the lengths of the sides and use the formula for the area of a triangle:

Area = (base * height)/2

For the pre-image, the coordinates are X(3,18) Y(18,18) and Z(18,9). The base of the triangle is the distance between X and Z, which is 18 - 3 = 15. The height of the triangle is the distance between Y and Z, which is 18 - 9 = 9. The area of the pre-image is therefore:

Area = (15 * 9)/2 = 67.5

For the image, the coordinates are X’(1,6) Y’(6,6) Z’ (6,3). The base of the triangle is the distance between X’ and Z’, which is 6 - 1 = 5. The height of the triangle is the distance between Y’ and Z’, which is 6 - 3 = 3. The area of the image is therefore:

Area = (5 * 3)/2 = 7.5

The relationship between the two areas is that the area of the image is smaller than the area of the pre-image. This is because the image has been scaled down in size relative to the pre-image. The amount by which the image has been scaled down can be calculated by dividing the area of the image by the area of the pre-image:

Scale factor = area of image / area of pre-image = 7.5 / 67.5 = 0.11

This means that the image has been scaled down by a factor of 0.11 relative to the pre-image.

Step-by-step explanation:

Answer:

Step-by-step explanation:

You want to know the areas and their relationship of the preimage with coordinates X(3,18), Y(18,18), and Z(18,9), and the image with coordinates X’(1,6), Y’(6,6), Z’ (6,3).

When you plot the points on a graph, you see they define right triangles. Each has sides aligned with the x- and y-axes, so it is easy to find their dimensions by counting grid squares or subtracting coordinates.

The preimage triangle is 18-3 = 15 units in the x-direction, and 18-9 = 9 units in the y-direction.

The image triangle is 6-1 = 5 units in the x-direction, and 6-3 = 3 units in the y-direction.

We notice that both the coordinates and the dimensions of the image triangle are 1/3 those of the preimage triangle.

The area of each triangle is given by the formula ...

  A = 1/2bh

Using the dimensions we found above, the areas are ...

  preimage area: 1/2(15)(9) = 135/2 = 67.5 . . . . square units

  image area: 1/2(5)(3) = 15/2 = 7.5 . . . . square units

We have observed that the image dimensions are 1/3 those of the preimage. The image area is 7.5/67.5 = 1/9 of that of the preimage. This value is the square of the scale factor of the dimensions,

The system of equations .5(5x + 4) = 17.5x + 14 have Infinite solutions.

We know two simultaneous equations have a unique solution when they intersect at a point,

when they are parallel they have no solution and when they are coinciding they have an infinite no. of solutions.

Given, A system of equation 3.5(5x + 4) = 17.5x + 14.

17.5x + 14 = 17.5x + 14.

As the LSH and RHS are equal the equation of the two lines is the same and hence they coincide and have an infinite number of solutions.

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Answer:

absolute deviation means distance between each data value and the mean of the data set.

Step-by-step explanation:

(MAD)

or

(Average)

The union of the intervals is (-∞,∞)
The intersection of the intervals is [0,2)

Hope this helped!

Therefore ,the answer to the above trigonometry issue is therefore that the river is 70 feet wide.

The study of the connections between the angles and sides of triangles is known as trigonometry. Due to the fact that each straight-sided figure may be reduced to a collection of triangles, trigonometry is commonly utilized in geometry. There are a mind-boggling number of connections between trigonometry and other branches of mathematics, especially algebra, real or complex, integrals, logarithms, and infinite series.

Here,

Figure depicts a right triangle which, in relation to angle, its next side has length d or its wrong side is equal to the river's width, y. As a result,

tanθ= d/ y

=> y=dtanθ

=> y = (100m)tan(35.00)=70ft

The river measures 70 feet in width.

As a result, the trigonometry problem's answer indicates that the river's width is 70 feet.

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Consequently, there is a 0.89736 percent chance or probability that he weighs fewer than 258 kilograms.

Probability fundamentals. A probability is a number that expresses the possibility or likelihood that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.

Here,

we use the z-score algorithm to answer this query.

Score Z = x - μ/σ

x = the raw score

 population mean= μ 

Population standard deviation is σ

Hence,

x = 258, μ = 220, σ = 30

Z = 258 - 220/30

=1.26667

Probability based on the Z-Table:

P(x<258) = 0.89736

Consequently, there is a 0.89736 percent chance that he weighs fewer than 258 kilograms.

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Answer: The teacher's claim is that there will be at least three numbers on the whiteboard whose digits have the same sum, no matter what the students write. To see if this claim is true, we can consider different cases for the number of students in the class.

If there are only two students in the class, the teacher's claim is not true. The two students can write any two different two-digit numbers, and it's not guaranteed that the digits in those numbers will have the same sum.

If there are three students in the class, the teacher's claim is true. The three students can write any three different two-digit numbers, and at least one of those numbers is guaranteed to have digits that have the same sum as one of the other numbers.

If there are more than three students in the class, the teacher's claim is true. No matter what numbers the students write, there will always be at least three numbers whose digits have the same sum.

Therefore, the smallest number of students for the teacher's claim to be true is three students.

It's worth mentioning that the teacher's claim is not necessarily true for all cases, it's only true that any three numbers picked out of the two-digit numbers set, will have digits with the same sum.

Step-by-step explanation:

Kaj bought 3 bananas and 5 apples.

From these three pieces of information, we can set up the following two equations:

We can substitute the third equation into the first equation and get:

y+2 + y = 8

So we know that y = 3

Now we can substitute this value into the second equation and get:

x + 0.5(3) = 8

So we know that x = 5

So Kaj bought 3 bananas and 5 apples.

And also we can substitute y = 3 into the third equation and get:

x = y + 2

So we know that x = 5

So Kaj bought 3 bananas and 5 apples.

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The value of x and y in triangles AEB and BCD is 40° and 50°.

A triangle is a three-sided closed-plane figure formed by joining three noncolinear points. Based on the side property triangles are of three types they are Equilateral triangle, Scalene triangle, and Isosceles triangle.

We know the sum of all the interior angles in a triangle is 180°.

Therefore, In ΔAEB,

(2x + 5)° + 50° + 45° = 180°.

2x + 100° = 180°.

2x = 180° - 100°.

2x = 80°.

x = 40°.

Now, ΔBCD,

x + y + 90° = 180°.

40° + y + 90° = 180°.

y = 180° - 130°.

y = 50°.

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