Yara's mother was 32n-5 years old 5 years ago in terms of n.
Yara's mother is 4n times older than Yara, and Yara is 8 years old, so we can set up the equation:
Mother's age = 4n * 8 years
We are also told that Yara's mother is 5 years older than she is now, so we can add 5 to the equation above:
Mother's age 5 years ago = 4n * 8 years - 5 years
Now we can simplify this equation:
Mother's age 5 years ago = 32n - 5 years
Now we can substitute the value of n to find the mother's age in terms of n.
To find the age of Yara's mother 5 years ago in terms of n, we need to know the value of n. But we don't have the value of n so we can't find the exact age but we can find it in terms of n which is 32n-5 years.
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For 1-4, write "yes" or "no" to describe whether or not the line is a good trend line. Explain.
On solving the provided question we can say that - and a lines need only two points to drawn; so, yes we can draw a line
what is a line?A line is an endlessly long object without breadth, depth, or curvature in geometry. Consequently, a line is a one-dimensional entity, while it may also exist in two-, three-, and more-dimensional regions. In common use, a line segment with two points serving as its ends is referred to as a line. A line is a single-dimensional, straight form with no thickness that can go on forever in both directions. To indicate that a line has no "wobble" anywhere along its length, it is frequently referred to as a straight line or an ancient accurate line (Casey 1893)
here we have,
2 points
(1,5) and (4,5)
and a lines need only two points to drawn,
so, yes we can draw a line
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to
5.2.2 Guided Instruction: Solutions to the
Products and Quotients of Polynomials on a
Graph
Graphs can be used to determine the products and
quotients of polynomials similarly to using graphs when
adding and subtracting polynomials.
The functions a(x) and b(x), and their product, a(x) b(x),
represented by c(x), are shown on the coordinate plane.
35A
(10, 34)
-10
-30
-25-(-0,24)
MATH
20
(0.805, 105)
10
(1.5, 6)
0
(0-3)
b(x10
-15
(8,13)
C(x)
(6.5, 10)
5
(0-8)
(10, 17)
(8.695-10)
3. Find the value of c(10).
2. What is the product of a(10) · b(10)?
10, 2
15
(8,0)
-20
1. Describe how to use the graph to determine the value
of a (10) b(10).
20
25
Thus, the choice that best describes the graph is A cubic function on a coordinate plane has an inflection point at x = 5 and crosses the x-axis at x = 5.
Definition of the cubic function .f(x)=ax3+bx2+cx+d, where 0 and the coefficients a, b, c, and d are complex numbers, and where the variable x has real values. In other words, it is both a three-degree polynomial function and a real function.
Here,
Our role in this situation is:
y = ∛(x - 5) (x - 5)
so the cubic root is given.
In this case, we see that when x = 0, we have:
The y-intercept is y = -5.
And if x = 5, we get:
Because of the sign change, the x-intercept and inflection point are both equal to y = ∛0 = 0
Thus, the choice that best describes the graph is A cubic function on a coordinate plane has an inflection point at x = 5 and crosses the x-axis at x = 5.
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Evan completed his math homework in 23 minutes. It took Troy 2 times as long
to complete his math homework. How long did it take Troy to complete his
homework?
minutes
Answer:
46
Step-by-step explanation:
You multiply 23×2 and that is how I got my answer.
The average amount of money spent for lunch per person in the college cafeteria is $5. 97 and the standard deviation is $2. 25. Suppose that 46 randomly selected lunch patrons are observed. Assume the distribution of money spent is normal, and round all answers to 4 decimal places where possible.
What is the distribution of X? X~ N(_______,_______)
What is the distribution of ¯x? ¯x~ N(______,_____)
For a single randomly selected lunch patron, find the probability that this patron's lunch cost is between $6. 4225 and $6. 5884.
For the group of 46 patrons, find the probability that the average lunch cost is between $6. 4225 and $6. 5884
We determined that the probability of lunch cost is between the above-mentioned value is P (0.2011 < Z < 0.2748)
What is probability and statistics?
Probability is the possibility of happening an event. It is expressed as the ratio of the number of favorable outcomes to the total possible outcome.
We can find probability from a statistical data based on the mean value and standard deviation.
What is the probability of the given data?given, average cost for lunch per person = mean value = $5.97
standard deviation of cost = $2.25
number of samples = 46
assume distribution of money spent is normal.
the probability of a single lunch patron that has a cost between $6.4225 and $6.5884 can be calculated by the following way.
Z-score = (actual price - mean price) / standard deviation
Z-score when actual price is $6.4225.
Z = ($6.4225 - $5.97) / $2.25
Z = 0.2011
Now, Z-score when actual value is $ 6.5884.
Z = ($6.5884 - $5.97) / $2.25
Z = 0.2748
If actual value is denoted by X than the probability is shown as
P (6.4225< X< 6.5884) and P (0.2011< Z< 0.2748)
For the group of 46 patrons the above probability is also the same.
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What is slope and intercept of the line 2x 3y 6?
The slope of linear eqution of two variables x and y, i.e., 2x+3y = 6 is -2/3 and intercept is 2 .
The slope-intercept form expression of a linear equation is y = mx + c --------->(1)
Where m --> slope of the straight line and
c --> the x - intercept .
The expression for slope is represented as :
m = (y₂ - y₁) / (x₂ - x₁) ------>(2)
where (x₁, y₁) and (x₂, y₂) are any two points lying on the straight line. Once the slope m is determined then the general equation of the straight line can be determined easily.
Now we have , the equation in the problem statement is 2x + 3y = 6. firstly , we can rewrite it in the slope-intercept form as :
3y = 6 - 2x
=> y = 6/3 - 2x/3
=> y = -2x/3 + 6/3
=> y = (-2/3)x + 2
comparing the above eqution with eqution(1) we get , m = -2/3 and c = 2. So, slope and intercept of eqution 2x + 3y = 6 are -2/3 and 2 respectively.
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(a) Express tanθ in terms of secθ for θ in Quadrant II (b) Express secθ in terms of sinθ for θ in Quadrant III
a. The trigonometric ratio tanθ = -√(sec²θ - 1)
b. The trigonometric ratio secθ = -1/√(1 - sin²θ)
What are trigonometric ratios?Trigonometric ratios are the following mathematical expressions sinθ, cosθ, tanθ,secθ,cosecθ and cotθ.
a. How to express tanθ in terms of secθ for θ in Quadrant II?Since we want to express tanθ in terms of secθ in the second quadrant,using the trigonometric identity
tan²θ + 1 = sec²θ
Making tanθ subject of the formula, we have that
tan²θ = sec²θ - 1
tanθ = ±√(sec²θ - 1)
Since in Quadrant II, tanθ is negative, we choose the negative answer.
So, tanθ = -√(sec²θ - 1)
b. How to express secθ in terms of sinθ for θ in Quadrant II?Since we want to express tanθ in terms of secθ in the second quadrant,using the trigonometric identity
secθ = 1/cosθ and
sin²θ + cos²θ = 1
Making cosθ subject of the formula, we have that
cos²θ = 1 - sin²θ
cosθ = ±√(1 - sin²θ)
So, secθ = 1/cosθ
= ±1/√(1 - sin²θ)
Since in Quadrant III, secθ is positive, we choose the positive answer.
So, secθ = -1/√(1 - sin²θ)
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Is 8 15 17 a right triangle?
No, the sides of a right triangle do not include 8, 15, and 17. The sides of a right triangle must follow the Pythagorean theorem, so the sum of the squares of the two shorter sides must equal the square of the longest side. 8² + 15² does not equal 1
8² + 15² = 64 + 225 = 289
17² = 289
Therefore, 8, 15, and 17 are not the sides of a right triangle.
The Pythagorean theorem is an important mathematical concept used to determine if three numbers form the sides of a right triangle. This theorem states that the sum of the squares of the two shorter sides must equal the square of the longest side. In the case of 8, 15, and 17, 8² + 15² does not equal 17², so it is not a right triangle. To test this, we can calculate 8² + 15² = 289, and then 17² = 289. Since the two values are not equal, we can conclude that 8, 15, and 17 are not the sides of a right triangle.
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There are 6 students at a club meeting. If they make up 40% of the club, how many total students are in the club?
please answer with mostly numbers and please explain well.
Using basic concept of proportion value and percentage from the total, The answer is there are 15 students in the club.
What do you mean by percentage?A percentage is a way of expressing a number as a fraction of 100. It is often denoted using the symbol "%". For example, 50% means 50/100 or 0.50. It is commonly used to express rates and proportions. Percentages can be used to express a variety of information, such as discounts, increases, and proportions. For example, if a product is on sale for 20% off, that means the price has been reduced by 20/100 or 0.20 times the original price. If a company's profits have increased by 10%, that means they have gone up by 10/100 or 0.10 times the original amount.
What do you mean by proportion?A proportion is a mathematical relationship between two values that indicates that they are in a specific ratio to each other. Proportions can be expressed in a variety of ways, but one common way is to use the symbol ":" to separate the two values. In statistics, it is common to use proportions to express the relationship between different groups or categories in a population. In physics, proportions can be used to calculate different quantities in systems.
total = x
40% of x =6
40/100 * x =6
x=6*100/40
=15
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Karime walks 3/4 of a mile each day for 5 days. The number of miles karime walks altogether is between which two whole numbers? Lacey chose A that is 0and1 as the correct answer how did she get that answer?
On solving the provided question, we can say that - by fraction we karime walks = 3/4 so, 3/4 X 5 = 15/4
what is fraction?Any number of equal portions, or fractions, can be used to represent a whole. Fractions in standard English indicate how many units of a certain size there are. 8, 3/4. A whole includes fractions. The ratio of the numerator to the denominator is how numbers are expressed in mathematics. Each of these is an integer in simple fractions. In the numerator or denominator of a complex fraction is a fraction. True fractions have numerators that are less than their denominators. A fraction is a sum that constitutes a portion of a total. By breaking the entire up into smaller bits, you can evaluate it. Half of a full number or item, for instance, is represented as 12.
karime walks = 3/4
for = 5 days
so, 3/4 X 5 = 15/4
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Students in a statistics class took their first test. The following are the scores they earned. Create a frequency distribution and histogram for the data using a lower class limit of 49.5 and a class width of 10. Describe the shape of the distribution Search Search Select an answer variable(s), the correct graph to make is a a) Since data were collected for? Select answer b) For this one the class width is given to be the following: class width Complete the frequency relative frequency table using the given class width. Round relative frequencies to 3 decimal places. Frequency Relative Frequency Classes 495 c) Which of the following is the correct histogram for the given data? Frey 495 595 695 795 Histogram for Test I Score 895 995 Q Search Search 5 Spring ZOO) Final El Pl E U M QUI PUUVITU 495 595 69.5 79.5 Histogram for Test / Score 89.5 99.5 Q a Frequency 49.5 595 695 795895995 Histogram for Test / Score Frequency 595 603 795 Histogram for Tere d) What shape is the histogram above? Select an ant Q Search Search LE
a) Since data were collected for "score quantitative" variable(s), the correct graph to make is a histogram
b) For this one the class width is given to be the following: class with = 10 . See the attachment for table
c) See the attachment for the graph
What is histogram ?
A histogram is a collection of rectangles with bases and the gaps between class boundaries. All of the rectangles are contiguous, and each rectangle bar represents some kind of data. Rectangles have heights that are proportionate to the corresponding frequencies for both related and dissimilar classes.
a) Since data were collected for "score quantitative" variable(s), the correct graph to make is a histogram
b) For this one the class width is given to be the following: class with = 10 . See the attachment for table
c) See the attachment for the graph
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HELPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPLEASEEEEEE
Answer: $49
Step-by-step explanation:
2.5% of 40 = 1, 9x1= 9, 40+9 = $49
Find the length of the third side. If necessary, round to the nearest tenth
Answer: 26
Step-by-step explanation:
In the picture, we are given a right triangle. Based on that, we can use the Pythagorean Theorem, which helps us find the missing side length with the formula [tex]a^2+b^2=c^2[/tex].
a and b represent the legs, and c is the hypotenuse. The hypotenuse is the longest side of the right triangle. It is also the side that is diagonal from the right angle.
In the picture, we are presented with the legs. So, we can plug in the legs into a and b to solve for c.
[tex]a^2+b^2=c^2[/tex] [plug in a and b]
[tex]10^2+24^2=c^2[/tex] [exponent]
[tex]100+576=c^2[/tex] [add]
[tex]676=c^2[/tex] [square root both sides]
[tex]c=26[/tex]
This tells us that the length of the third side is 26.
A bus company uses a grid to locate bus stops. The bus station is at (3, 4). The point (7, 6) represents
the first bus stop. The location of the second bus stop is determined using the same relationships as
those between the coordinates of the bus station and the first bus stop.
City Bus Stops
North
Choose...
12
10-
City Blocks
6
8
4
2
N.
Bus Station
: increases by 2.
2
(7.6)
increases by 4, and the
(11,8)
4 6 8 10 12
City Blocks
Use the drop-down menus to describe the relationships between the coordinates of the first and second
bus stop.
The Choose...
East
Answer: The relationship between the x-coordinates of the first and second bus stop is that the x-coordinate of the second bus stop is 4 units greater than the x-coordinate of the first bus stop.
The relationship between the y-coordinates of the first and second bus stop is that the y-coordinate of the second bus stop is 2 units greater than the y-coordinate of the first bus stop.
Step-by-step explanation:
Could someone explain to me how to do this?
solve 4x - 3 = 17
x= ?
Answer:
5
Step-by-step explanation:
4x-3=17
+3 on both sides = 4x=20
divide 20 by 4 and your answer is 5
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{4x - 3 = 17}[/tex]
[tex]\text{ADD 3 to BOTH SIDES}[/tex]
[tex]\mathsf{4x - 3 + 3 = 17 + 3}[/tex]
[tex]\text{SIMPLIFY IT}[/tex]
[tex]\mathsf{4x = 17 + 3}[/tex]
[tex]\mathsf{4x = 20}[/tex]
[tex]\text{DIVIDE 4 to BOTH SIDES}[/tex]
[tex]\mathsf{\dfrac{4x}{4} = \dfrac{20}{4}}[/tex]
[tex]\text{SIMPLIFY IT}[/tex]
[tex]\mathsf{x = \dfrac{20}{4}}[/tex]
[tex]\mathsf{x = 5}[/tex]
[tex]{\huge\text{Therefore, your answer should be:}[/tex][tex]\huge\boxed{\mathsf{x = 5}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
Each dot in the following dot plot represents the number of goals Luis scored in one lacrosse
season.
H
43
44
+
+
45
46
Number of goals
47
1
48
Find the interquartile range (IQR) of the data in the dot plot.
I goals
The interquartile range (IQR) of the data in the dot plot is 3.5.
What is IQR?The interquartile range is a measure of where the “middle fifty” is in a data set. Where a range is a measure of where the beginning and end are in a set, an interquartile range is a measure of where the bulk of the values lie. That’s why it’s preferred over many other measures of spread when reporting things like school performance or SAT scores.
In descriptive statistics, the interquartile range is a measure of statistical dispersion, which is the spread of the data. The IQR may also be called the midspread, middle 50%, fourth spread, or H‑spread. It is defined as the difference between the 75th and 25th percentiles of the data.
The upper and lower median values are shown below which would be the mean of the 2 middle values shown in the brackets below:
43, (44, 44,) 44, | 45, | 45, (47, 48,) 48
Upper median (Q3) = (47+48) ÷ 2 = 47.5
Lower median (Q1) = (44+44) ÷ 2 = 44
=>Step 4: Subtract the lower median from the upper median to get the IQR.
IQR = Upper median (Q3) - Lower median (Q1)
IQR = 47.5 - 44
IQR = 3.5
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Is Br2 equal to Avogadro's number?
Br₂ does not equal to Avogadro's number. Since bromine is a diatomic element.
What is a diatomic element?
Diatomic molecules—so named because they only contain two atoms of the same or different chemical elements—are molecules that are made up of two atoms. A diatomic molecule is considered to be homonuclear if it contains two atoms of the same element, such as oxygen (O₂) or hydrogen (H₂).
Each bromine molecule consists of 2 atoms of bromine. Br₂ consists of two moles. One mole of bromine consists of 6.02214076 × 10²³ atoms. Thus 2 moles of bromine consist of 2 × 6.02214076 × 10²³ = atoms. Thus Br₂ does not equal to Avogadro's number.
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Is 0 the middle of a number line?
Zero is the middle point of a number line.
On the number line, all positive (natural numbers) numbers are on the right side of zero, while all negative numbers are on the left. A number's value lowers as we turn to the left. As an illustration, 1 is greater than -2.
A number line is a diagram of a graduated straight line used to represent real numbers in introductory mathematics. It is assumed that every point on a number line corresponds to a real number, and that every real number corresponds to a point. [1]
The integers are frequently represented as specially designated, uniformly spaced dots on a line. It is frequently employed as a teaching tool for basic addition and subtraction, particularly when negative numbers are involved.
The number line may also be referred to as a real line or real number line in advanced mathematics.
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find the value of x and y (2x+5) , (5x-17) and (3x-11)
The value of x and y in the diagram are 26° and 9° respectively.
What is linear pair theorem?Two adjacent angles formed a linear pair.
The linear pair property:
The sum of the angle measure of both the angles is 180°.
Given:
Using linear pair theorem,
(5x - 17)° + (3x - 11)° = 180°.
8x - 28°= 180°
8x = 180° + 28°
8x = 208°
x = 208/8
x = 26°
The value of x is 26°.
Now,
3x - 11° = 3×26°-11°
= 67°
Linear pair theorem,
67° + 90° + (2y+5)° = 180°
157°+2y+5° = 180°
2y + 162° = 180°
2y = 180° - 162°
2y = 18°
y = 9°
The value of y is 9°.
Therefore, the value of x is 26° and y is 9°.
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The complete question is given in the attached image.
The expression 8x +12y represents the sum of Harry and Mike's total monthly wages, where x represents the number of hours Harry worked and y represents the number of hours Mike worked. What is another way to write the expression, and what can you conclude from rewriting it in this way? 8(x +1. 5y); Harry's hourly wage is 1. 5 times Mike's. 8(x +1. 5y); Mike's hourly wage is 1. 5 times Harry's. 12(8x+y); Harry's hourly wage is 8 times Mike's. 8(x + 4y); Mike's hourly wage is 4 times Harry's.
this is a question of arithmetic and the solution is as follows,
The expression 8x + 12y represents the sum of harry and mike’s total monthly wages.
Generally the equation for the The Distributive property is mathematically given as,
a x (b +c) = a x b+ b x c.
Where
8x+12y
Therefore,
= 4 x 2x + 4 x 3x
= 4 x( 2x + 3x)
= 4( 2x + 3x)
Arithmetic
Arithmetic is the branch of mathematics that deals with the study of numbers using various operations on them. Basic operations of math are addition, subtraction, multiplication and division.
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What number would you multiply the second equation by in order to eliminate the x terms when adding the first equation?
Multiplying the second equation by -4 eliminates the x terms when adding the first equation.The second equation is 4x + 5y = -8
In order to eliminate the x terms when adding the first equation, you need to multiply the second equation by -4. The formula and calculation steps are as follows:
Formula:
Equation 1 + (-4 x Equation 2)
4x + 5y = -8
-4(4x + 5y) = -4(-8)
-16x -20y = 32
Adding the two equations together gives:
0x + 25y = 24
Therefore, multiplying the second equation by -4 eliminates the x terms when adding the first equation.
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A researcher wants to set up a hypothesis test to determine if there is a difference in the mean exam scores of students who are visual learners, versus auditory learners, versus kinesthetic learners. What would be the correct setup for the null and alternative hypotheses for this test
On solving the provided question we can say that here in null hypothesis a negative relationship; as anxiety rises less items are remembered
What is null hypothesis?A null hypothesis is a kind of statistical hypothesis that asserts that a specific set of observations has no statistical significance. Using sample data, hypotheses are tested to determine their viability. Sometimes known as "zero" and symbolized by H0. Researchers start off with the presumption that there is a link between the variables. In contrast, the null hypothesis claims that there is no such association. Although the null hypothesis may not appear noteworthy, it is a crucial component of research.
here,
in null hypothesis a negative relationship; as anxiety rises less items are remembered
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5. QRST is a Rhombus. The diagonals intersect at point 0. mZROS = 7x1, mzSTO= 4x - 22, QT = 4y + 2, ST = 8y-8 R T S X= y = mZTOQ = mzQRS = Perimeter QRST=_
The value of x is 18.45°.
The value of y is 2.5 units.
The measure of the angle TOQ is 128.15°.
The measure of the angle QRS is 90°.
The perimeter of QRST is 36 units.
What is a rhombus?A quadrilateral with all equal sides is a rhombus. Rhombuses are a particular kind of parallelogram in which all of the sides are equal since the opposite sides of a parallelogram are equal.
Given, m∠ROS = 7x - 1, m∠STO= 4x - 22.
We know the sum of linear pair of angles is 180°.
Therefore,
7x - 1 + 4x - 22 = 180.
11x = 203.
x = 203/11.
x = 18.45°.
Also given that line segment QT = 4y + 2 and ST = 8y - 8.
We know the sides of a rhombus are of equal length.
Therefore,
4y + 2 = 8y - 8.
- 4y = - 10.
4y = 10.
y = 10/4.
y = 2.5.
We know vertically opposite angles are equal hence m∠ROS = m∠TOQ.
= 7(18.45) - 1.
= 128.15°.
m∠QRS is 90° as all four interior angles of a rhombus are right angles.
The perimeter of QRST is 4×(QT).
= 4×(10 + 2).
= 4×12.
= 36 units.
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A gallon of gas cost $3.50 at the beginning of the month. At the e of the month it cost $3.75. What was the percent change in the price of a gallon of gas?
ty:-;
Answer:
7.14%
Step-by-step explanation:
Any comparison with the increase or decrease in price has to be compared to the ORIGINAL price. (at the beginning of the month.)
The price increased from $3.50 to $3.75, an increase of $0.25
To find what percent it is use:[tex]\frac{change}{original}[/tex]×100%
[tex]\frac{0.25}{3.50}[/tex]×100%
Answer:
7.1428571% increase
7 1/7 % increase
Step-by-step explanation:
To find the percent increase ( we know this is an increase since the amount went up), take the new amount and subtract the original amount
3.75 - 3.50 = .25
Divide by the original amount
.25 / 3.50
.071428571
Multiply by 100 %
7.1428571%
7 1/7 %
Please I need help my teacher told me to do 3.14 x 81 but it’s wrong
well, let's take a looksie, hmm the sector is really a sector with a central angle of 90°, wait a second!! a circle has a total of 360°, so 90°+90°+90°+90° = 360°, so 90°is really just one quarter that of a circle.
Now, if we just get the whole area of the circle, then grab only one quarter of that, we'll be set, yeahhhh!!
[tex]\textit{area of a circle}\\\\ A=\pi r^2 ~~ \begin{cases} r=radius\\[-0.5em] \hrulefill\\ r=9 \end{cases}\implies A=\pi (9)^2 \\\\\\ \stackrel{\textit{one quarter of that}}{\cfrac{1}{4}\cdot \pi (9)^2}\implies \cfrac{81\pi }{4}\implies \cfrac{81(3.14)}{4} ~~ \approx ~~ \text{\LARGE 63.6}[/tex]
What property is illustrated in if ∠a ≅ ∠B ∠B ≅ ∠C then ∠a ≅ ∠CA reflexive property C transitive property B symmetric property d addition property?
The property of congruence illustrated in the statement is the transitive property.
What is transitive property?The transitive property states that if A is congruent to B and B is congruent to C, then A is congruent to C. In other words, if two things are congruent to a third thing, they are also congruent to each other.
here,
In the statement "If AB ≅ DE, EF ≅ DE then AB ≅ EF," AB is congruent to DE, and EF is congruent to DE, so AB must also be congruent to EF according to the transitive property.
The other properties you listed are not applicable in this case. The symmetric property states that if A is congruent to B, then B is congruent to A. The reflexive property states that every object is congruent to itself. And multiplication is not a property of congruence.
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The diagram shows two proportional right triangles.
What is the perimeter of the larger triangle?
Answer:
48 units.
Step-by-step explanation:
Since the triangles are similar (proportional), their dimensions are increased at the same ratio at any point, which means their perimeter too. So the base of the larger triangle is twice as long as the base of the smaller triangle.
The perimeter of the smaller triangle is 10 + 6 + 8 = 24 units.
24 * 2 = 48. Because the ratio of increase is 2:1 from the bigger triangle to the smaller triangle.
Hope you could understand this,
What is the first step to do in using substitution method?
Answer: Solve one equation for one of the variables.
Step-by-step explanation:
Find the value of the expression below for r= 4 and t = 2.
2-r+20=r
09
072
06
040
Answer: 8-4+5
Step-by-step explanation: Best I could do
Find the distance between point k and point L
The distance between two points in a plane is the length of the line segment connecting them. The formula d=((x2 - x1)2 + (y2 - y1)2) is frequently used to determine the separation between two points.
What do you call the distance between points?The length of the line segment bridging two locations in a plane is known as the distance between them. d=((x2 - x1)2 + (y2 - y1)2) is a common formula to calculate the distance between two points. This equation can be used to determine the separation between any two locations on an x-y plane or coordinate plane.
The length of the line segment is the distance between two points. Congruent segments are those that share the same length. By using a ruler to draw a line, we may determine how far apart two points are.
x,y = (-8,0) (-8,0)
or
x/y = -8/0
If there was an association between L and K, we would use x,y = 8,0.
Since the query reads "between point K and point L," the x,y relationship becomes "-8,0."
Therefore, the answer is -8,0.
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Similar figures review - Question 1
For a house that have a height of 6 meters and length of 4.5 meters. On a scale drawing if the height of the house is 30 mm the length of the house will be 22.5 mm
What is proportions?In general, the term proportion refers to a part, share, or amount that is compared to a whole.
According to the definition of proportion, two ratios are in proportion when they are equal.
How to find the length of the houseThe length of the house on the map is calculated using equality in proportions as follows
The required proportion is
= height of the house / length of the house
= 6 / 4.5
= 4/3
Using this proportion, the length of the house in the drawing is
= 30 mm / 4/3
= 22.5
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