Quadrilateral ABCD below is reflected about line m. After the reflection, how is the perimeter of A'B'C'D' related to the perimeter of ABCD?
Quadrilateral ABCD below is rotated 180°. After the rotation, how is the area of A'B'C'D' related to the area of ABCD?

Answer:

Shauna is incorrect, because (x + 4)(x - 3) is NOT equivalent to 2x² + x - 12

Step-by-step explanation:

Check if she is correct by expanding (x + 4)(x - 3), with FOIL:

(x + 4)(x - 3)

x² - 3x + 4x - 12

x² + x - 12

So, Shauna is incorrect, because the two expressions are not equal.

(x + 4)(x - 3) is equivalent to x² + x - 12, NOT 2x² + x - 12.

Answer:

Step-by-step explanation:

[tex] \sf \rightarrowtail \: (x + 4)(x - 3) \\ \sf \rightarrowtail \: x(x - 3) + 4(x - 3) \\ \sf \rightarrowtail \: {x}^{2} - 3x + 4x - 12 \\ \sf \rightarrowtail \: {x}^{2} + x - 12 \cancel{ = } {2x}^{2} + x - 12[/tex]

Answer: 56.6

Step-by-step explanation:

You find the volume by V=1/3hπr² , it becomes 56.55 . you round that to the nearest ten then it leads you to 56.6

To simplify 3 ratios, divide each part of the ratio with the same amount and keep diving numbers in the ratio until they are as small as possible but they remain as whole numbers.

To simplify or reduce a fraction, first, we need to find a common factor between the ratio numbers. When we have multiple ratio numbers, we must find a common factor between all of them.

The greatest factor between all the ratio numbers (greatest common factor) will be utilised to divide or reduce the ratios down to their lowest form.

For example reduce the ratio 225: 125: 25

The first step is to determine a common factor between all of the ratio numbers. In this example, we can see that all of the numbers end in either 5 or 0. This means that each number should have 5 as a factor.

If numbers are large and we are not sure of the greatest common factor between them all, we can reduce by a common factor and then reduce again.

Now divide each number by 5 and see what we get.

225/5: 125/5: 25/5

45: 25: 5

When we divide each one by 5 again, we can see that each number again ends in 5 or 0 which means that 5 is still a factor of each number.

Now divide each number by 5 again and get a final ratio of 9: 5: 5.

45/5: 25/5: 5/5

9: 5: 1

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Answer:

it takes 110 minutes

Step-by-step explanation:

Answer:

it takes approximately 110 minutes

Step-by-step explanation:

This both answer can be

Step-by-step explanation:

I think it would be 56 because its alternate exterior angles

Answer:

x= 28 deg

Step-by-step explanation:

pretty sure it's 180-56 = 124

124/2 = 62

90-62 = 28

both triangles on the right and left side are isosceles so you can find the sum of them and divide by 2 to find the individual ones

the angle is complementary so you can subtract it by 90

Step-by-step explanation: To solve this equation, you'll need to use the order of operations to determine the correct sequence of steps to follow. The order of operations is a set of rules that specifies the order in which calculations should be performed in a math problem. It helps to prevent ambiguity and ensures that all calculations are performed consistently.Here is the order of operations:Perform any calculations inside parentheses or brackets first.Perform all multiplications and divisions, working from left to right.Perform all additions and subtractions, working from left to right.Using this order, we can solve the equation as follows:3.5 x 4 + 11 x 2.2 = 14 + 11 x 2.2

3.5 x 4 + 11 x 2.2 = 14 + 24.2

3.5 x 4 + 11 x 2.2 = 38.2Therefore, the solution to the equation is 38.2.

Using BODMAS,

B-Bracket

O-Of

D-Division

M-Multiplication

A-Addition

S-Subtraction

Multiplication comes first before addition, so

3.5×4=17

+

11×2.2=24.2

17+24.2=41.2

Answer:

9°C

Step-by-step explanation:

Given that :

Temperature at 6:00 = - 3°C

The change in temperature by midday = temperature rise of 12°C

The temperature at midday is :

Temperature at 6:00 + change in temperature

-3°C + 12°C

= 9°C

Answer:

1. 6
2. 15

Step-by-step explanation:

4 pumpkins: $32
=> 1 pumpkin = 32 : 4 = $8
- He will have to sell 48 : 8 = 6 pumpkins to make $48

- He sold: 120 : 8 = 15 pumpkins that day

Answer:

The visiting team took more shots than the home team.

Step-by-step explanation:

The table representing the given absolute function should be completed as follows;

x          f(x)

6          8

-1          6

4          4

9         14

Based on the information provided, we have the following absolute function:

f(x) = |-2x + 4|

When x = 6, the value of the absolute function is given by;

f(6) = |-2(6) + 4|

f(6) = |-12 + 4|

f(6) = |-8|

f(6) = 8

When x = -1, the value of the absolute function is given by;

f(-1) = |-2(-1) + 4|

f(-1) = |2 + 4|

f(-1) = |6|

f(-1) = -6.

When the value of the absolute function y = 4 is given by;

4 = |-2x + 4|

±4 = -2x + 4

2x = 4 ± 4

2x = 8

x = 4 or 0.

When the value of the absolute function y = 14 is given by;

14 = |-2x + 4|

±14 = -2x + 4

2x = 4 ± 14

2x = 18

x = 9 or 5.

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Answer:

The outcomes that have more than 1 female are -

MFF, FMF, FFM, FFF

Step-by-step explanation:

Given - Kias mom is having triplets. Each baby could either be male or female.

To find - Which outcome would be included in the compound event "more than one female"

Solution -

The sample space outcomes are -

{MMM, MMF, MFM, MFF, FMM, FMF, FFM, FFF}

Now,

The outcomes that have more than 1 female are -

MFF, FMF, FFM, FFF

Answer:

25

Step-by-step explanation:

Subtract 15 from both sides then divide by 3.

Answer:

3x + 15 = 90

3x = 90 - 15

3x = 75

x = 25

The proportion and percentage is as follows;

[tex]$\begin{array}{cccc}\text { Score Interval } & f & \text { Proportion } & \text { Percentage } \\ 9-10 & 29 & 0.19 & 19 \% \\ 7-8 & 53 & 0.34 & 34 \% \\ 5-6 & 50 & 0.32 & 32 \% \\ 3-4 & 22 & 0.14 & 14 \% \\ 1-2 & 1 & 0.01 & 1 \%\end{array}$[/tex]

A percentage represents a ratio or fraction with a denominator that is always 100 as opposed to a proportion, which asserts the equivalent of two ratios or fractions.

Given

[tex]$\begin{array}{cccc}\text { Score Interval } & f & \text { Proportion } & \text { Percentage } \\ 9-10 & 29 & 0.19 & 19 \% \\ 7-8 & 53 & & \\ 5-6 & 50 & & \\ 3-4 & 22 & 0.14 & 14 \% \\ 1-2 & 1 & 0.01 & 1 \%\end{array}$[/tex]

To estimate the total frequency:

Total = sum f

Total = 29 + 53 + 50 + 22 + 1

Total = 155

The proportion (p) exists calculated by:

[tex]$p = \frac{f}{\text { Total }}[/tex]

The percentage (P) exists calculated by:

P = p × 100 %

For interval 7 - 8, we have:

p = 53 / 155 = 0.34

P = 0.34 × 100 % = 34 %

For interval 5 - 6, we have:

p = 50 / 155 = 0.32

P = 0.32 × 100 % = 32 %

So, the complete table is:

[tex]$\begin{array}{cccc}\text { Score Interval } & f & \text { Proportion } & \text { Percentage } \\ 9-10 & 29 & 0.19 & 19 \% \\ 7-8 & 53 & 0.34 & 34 \% \\ 5-6 & 50 & 0.32 & 32 \% \\ 3-4 & 22 & 0.14 & 14 \% \\ 1-2 & 1 & 0.01 & 1 \%\end{array}$[/tex]

The complete question is:

A statistics content developer at Aplia wanted to know whether study skills are related to memory quality. She invited student volunteers to perform an online memory task. The students saw a list of 60 words and were then asked to recognize a list of five brand new words that are related to words that were on the original list. Students were also asked to provide their GPAs.

Consider the following data set, which was collected from student volunteers in 2009. The table gives the frequency for the number of incorrectly identified related words. Use the dropdown menus to complete the table by filling in the missing values for the proportions and percentages.

Score Interval f Proportion Percentage

9â10 29 0.19 19%

7â8 53

5â6 50

3â4 22 0.14 14%

1â2 1 0.01 1%

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All that is the equivalent angle to the given angle sin∠GFH is cos∠GEJ.

Corresponding angles are those angles which are created in the matching corners or corresponding corners with the transversal when two parallel lines are intersected by any other line (i.e. the transversal).

From the image, we get JE and HF are parallel.

So ∠GFH and ∠GEJ are corresponding angles. That means they are equal.

⇒sin(∠GFH) = sin(∠GEJ).

From triangle GFH, ∠GFH + ∠FGH = 90.

⇒sin(∠GFH) = cos(∠FGH).

Again ∠FGH = ∠EGJ.

⇒sin(∠GFH) = cos(∠EGJ)

All that is equivalent to sin∠GFH is cos(∠EGJ).

Thus, the correct answer is D.

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The range for the following set of scores: 6, 12, 9, 17, 11, 4, and 14 is 13.

In statistics, the range is a measure of dispersion that describes the difference between the largest and smallest values in a dataset. The range is used to describe the spread of a dataset and can be a simple way to identify outliers or unusually large or small values. It is a simple measure of statistical dispersion and is most useful for interval and ratio data.

It is calculated by subtracting the minimum value from the maximum value among the data set.

range = maximum value - minimum value

Plug in the necessary values and solve for the range.

range = 17 - 4

range = 13

Therefore, the range for the following set of scores is 13.

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Answer:

#7 is 40

#8 is 50

#9 is 90

#10 is 180

#11 is 140

#12 is 130

#13 is 220

Sorry I have to go

Step-by-step explanation:

Answer:

35 cu cm

Step-by-step explanation:

Volume is 1/3 the volume of the cylinder.  So, (1/3)(105) = 35 cu cm

Answer:

x - 2 + 2/(x + 1)

Step-by-step explanation:

These are really hard to type out and get the spacing right, so see the attached printout from a website that does carefully show steps in a polynomial division problem.

The website is:

https://www.emathhelp.net/calculators/algebra-1/polynomial-long-division-calculator/?numer=x%5E2-x&denom=x%2B1

Answer:

A

Step-by-step explanation:

3 + 19 = 22

4 + 19 = 23

5 + 19 = 24

6 + 19 = 25

All sums are less than 28

Answer:

A)

Step-by-step explanation:

x < 9

all numbers less than 9 make the inequality true

The probability of point being in between B and C is 0.167

Probability is a statistic used to indicate the likelihood or potential that a specific event will take place. Both proportions ranging from 0 to 1 and percentages ranging from 0% to 100% can be used to express probabilities.

The likelihood is based on the range of potential outcomes. the total number of possible outcomes. As an illustration, since there is only one way to get a head and a total of two possible results, the likelihood of flipping a coin and getting heads is one in two. a tail or a head.

Distance between B and C= 4 units

Total distance=24

Probability that point lie between B and C = 4/24 =1/6

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Answer:

The value of t is 19.04

Step-by-step explanation:

[tex]7e^{0.1t} = 47\\[/tex]

[tex]e^{0.1t} = \frac{47}{7}[/tex]

take log both sides :

[tex]ln(e^{0.1t}) = ln(\frac{47}{7}) \\0.1t = 1.9042\\t = \frac{1.9042}{0.1}\\t = 19.04[/tex]

The equation can be rewritten as: [tex]ax^4 = (log(6))(2^4)[/tex]

Therefore, [tex]a = log(6) \ and\ x=2[/tex]

A logarithm is a mathematical function that describes the relationship between a number and its exponent. It is the inverse operation of exponentiation. Logarithms are typically written as log base b, where b is the base of the logarithm and is a positive number.

The logarithm of a number x to base b is denoted as [tex]logb(x)[/tex] and it is the exponent to which we need to raise the base b in order to get the number x.

For example, if we are given [tex]log10(100) = 2[/tex], this means that [tex]10^2 = 100[/tex].

The equation [tex]6^x * 6 * 6[/tex] can be rewritten as [tex]6^x * 6^2[/tex].

To convert 6^x to ax form, we need to take the logarithm of both sides of the equation:

[tex]log(6^x) = log(6^2)[/tex]

And we can simplify the equation as:

[tex]xlog(6) = 2log(6)[/tex]

So, the value of a is log(6) and the value of x is 2.

Therefore, the equation can be rewritten as:

[tex]ax^4 = (log(6))(2^4)[/tex]

Therefore, [tex]a = log(6)\ and\ x=2[/tex]

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9514 1404 393

Answer:

  result = 0 + 2 - 4

Step-by-step explanation:

The leftmost arrow starts at 0 and goes 2 units in the + direction. The right arrow starts from there and goes 4 units in the - direction.

The left arrow represents adding 2 units to 0. The right arrow represents adding -4 units to +2, or subtracting 4 units from +2. The equation could be written as ...

  result = 0 +2 -4

  result = 0 +2 +(-4)

__

Additional comment

There are additional ways to write this in consideration of the fact that +2 = -(-2). The 0 doesn't need to be part of the equation. It is put here to indicate the fact that we start from 0. Without it, the "starting from 0" is implied.

Answer:

just keep in mind am not sure if the answer 6:15:20

Step-by-step explanation:

now we have ab= 2 : 5

               and bc= 3 : 4

so b is the common one between them so multiply both of the b together which will give u 15 so now we have b = 15

to get a multiply  2 by 3 to get 6 so a = 6

to get c multiply 4 by 5 to get 20 so c = 20

now I hope that its correct and that u understood

The length of the map would be 3 inches.

The unitary method is a method in which you find the value of a unit and then the value of a required number of units.

Given here: length of the road as 6/5 miles and on the map 9/5 inches and thus 1 mile = 1.5 inches and therefore the length of the 2 mile road on the map is 2×1.5=3 inches

Hence, The length of the map would be 3 inches.

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Answer:

V = πr2h (Volume of a cylinder is the area of a circle times its height). V = 8167.14. π = 3.14. h = 9.

Step-by-step explanation:

Answer:

12 meters

Step-by-step explanation:

hdhwhehhehhdhshheheheheueueje

HCRJCMMJNHNSG

Have a good day- look at this image <3

[tex]40 \div 100 \times 70 \\ 4 \times 7 = 28 \\ 70 - 28 = 42[/tex]

Step-by-step explanation:

First find 40% of 70, which is 28

Then subtract the 28 from 70 to find the goals scored by the rest of the team