PLEASE I NEED HELP WITH THIS ONE​

Answer:

Triangle A is rotated 90° clockwise with the origin as the center of rotation to create a new figure. ... Triangle A is rotated 90° clockwise with the origin as the center of rotation to create a new figure.

Answer:

Triangle A is rotated 90° clockwise with the origin as the center of rotation to create a new figure. Which rule describes rotating 90° clockwise? Triangle A is rotated 90° clockwise with the origin as the center of rotation to create a new figure

Given:

The inequalities are:

[tex]y>\dfrac{2}{3}x+3[/tex]

[tex]y\leq -\dfrac{1}{3}x+2[/tex]

To find:

The graph for the given system of inequities.

Solution:

We have,

[tex]y>\dfrac{2}{3}x+3[/tex]

[tex]y\leq -\dfrac{1}{3}x+2[/tex]

The related equations are:

[tex]y=\dfrac{2}{3}x+3[/tex]

[tex]y=-\dfrac{1}{3}x+2[/tex]

Table of values

x                       [tex]y=\dfrac{2}{3}x+3[/tex]                        [tex]y=-\dfrac{1}{3}x+2[/tex]

0                             3                                           2

3                             5                                           1

Plot the points (0,3) and (3,5) and connect them by a straight line to get the boundary line [tex]y=\dfrac{2}{3}x+3[/tex].

Plot the points (0,2) and (3,1) and connect them by a straight line to get the boundary line [tex]y=-\dfrac{1}{3}x+2[/tex].

In [tex]y>\dfrac{2}{3}x+3[/tex], the sign of inequality is ">" it means the boundary line is a dashed line and shaded area lies above the boundary line.

[tex]y\leq -\dfrac{1}{3}x+2[/tex], the sign of inequality is "[tex]\leq [/tex]" it means the boundary line is a solid line and shaded area lies below the boundary line.

Therefore, the required graph is shown below.

Answer:

3x + 5 = 23

Step-by-step explanation:

Let x represents the number of persons in her group.

Since she brings 3 markers for each person, then number of markers brought for persons in her group = 3x.

She brings 5 extra markers for each person to share.

Thus, total markers she brought is now;

3x + 5

She brought 23 markers in all.

Thus, equation that represents the information is;

3x + 5 = 23

Answer: h = 14

Step-by-step explanation:

7h-5(3h-8)-56 = -128

7h -15h+40-56 = -128

or, -8h-16= -128

or, -8h = -128 + 16

or, -8h = -112

or, 8h = 112

or, h = 112/8

so, h = 14

Answer:

h = 14

Step-by-step explanation:

We are going to use basic algebra to solve this equation.

First, let's isolate the h variables by moving -56 to the other side:

7h - 5(3h - 8) - 56 = -128

(add 56 to both sides)

7h - 5(3h - 8) = -72

Next, let's distribute the -5 to (3h - 8) by separating it from the equation then adding it back:

7h - 5(3h - 8) = -72

Separation:

-5(3h - 8) --> (-5*3h) + (-5*-8) --> (-15h) + (40)

-15h + 40

Adding it back in:

7h -15h +40 = -72

Next, let's simplify it down by adding like terms, meaning adding 7h & -15h:

7h -15h +40 = -72

(add 7h & -15h)

-8h + 40 = -72

Now we're going to move the 40 to the other side but subtracting 40:

-8h + 40 = -72

(subtract 40 to both sides)

-8h = -112

Finally, we're going to divide both sides by -8

-8h = -112 --> h = 14

The answer is h = 14

(You can double check by plugging 14 into the equation and see if it equals -128, which it does, so it's correct :-) )

Hope it helps (●'◡'●)

Answer:

[tex]{ \tt{ = 2\pi \: rh}} \\ = 2 \times 3.14 \times 12 \times 1 \\ = 75.4 \: {cm}^{2} [/tex]

Answer:

C the line that divides the design into two similar parts

The line of symmetry divides the design into two similar parts.

"The line of symmetry can be defined as the axis or imaginary line that passes through the center of the shape or object and divides it into identical halves. "

A line divides a design into two parts.

If the line is described as the line of symmetry, then the two parts that are divided by this line are similar parts.

Learn more about line of symmetry here: https://brainly.com/question/1389470

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Answer:

Step-by-step explanation:

by considering  2 + 3 = 95

3² = 9

2 + 3 = 5      

by considering  4 + 5 = 259

5² = 25

4 + 5 = 9  

by considering  6 + 7 = 4913

7² = 49

6 + 7 = 13  

by considering  8 + 9 = ????

9² = 81

8 + 9 = 17  

∴ 8 + 9 = 8117

Answer:

B

Step-by-step explanation:

It is shifted 15 units up. Think of how you're solving for y, and by adding 15 to the equation, y increases by 15. If y increases by 15 the graph shifts up by 15. Hope that helps.

Refer to the picture in the question for reference.

A statement-reason format is used to solve this problem. Statements are in normal print, reasons are bolded.

Statement                                                       Reason                                

1. AD = AE                                                        Given

  <B = <C

2. <A = <A                                                        Reflexive Property

3. ΔABE = ΔACD                                             Angle - Angle - Side

The given information refers to the information that is given with the problem.

The reflexive property states that if two polygons share a part (a side or an angle), then this part called in one of the polygons is congruent to itself in the other polygon.

Finally, the (angle-angle-side) congruence theorem states that if two triangles have two congruent angles and a congruent side between them, then the triangles as a whole are congruent to each other.

Answer:

-24.4 ≥ w

Step-by-step explanation:

-13.4 ≥ 6.7 + 4.3 + w

-13.4 - 6.7 - 4.3 ≥ w

-24.4 ≥ w

Answer:3136

Step-by-s

tep explanation:

Answer:

4506

Step-by-step explanation:

you have do like this 56+57+58+59+60+.....+108 look you will 4506 as answer

Answer:

760

Step-by-step explanation:

25%= 190

100 = 25 × 4

100% (total number of people) = 190 × 4 = 760

Answer:

[tex]\sqrt{90^2 + 90^2}[/tex]

= 127.2792206

Step-by-step explanation:

Answer: 127.28 feet.

Step-by-step explanation:

It’s actually 127.2792206 feet, but rounded to the nearest hundredth, it’s 127.28 feet. Hope I helped!

Answer:

D

Step-by-step explanation:

-10 < -6 - 1

-10 < - 7 (ok)

-10 < -4 - 3

-10 < -7 (ok)

The answer is D (-2, -10)

Area = length x width

Fill in the given information

20 = 2 x width

Solve for width by dividing both sides by 2

Width =20/2

Width = 10 feet

Answer:

It is 10 feet wide

Step-by-step explanation:

The area of a rectangle is:

A = Length x width

So if we have the area, finding the width means diving the area by the given length.

In this case, the area of the rectangle is 20 square feet and the length is 2 feet:

20/2 = 10

Therefore the missing width is 10 feet

Answer:

Step-by-step explanation:

1 . ( n + 4 ) / ( 2m - 3 )

The gradient (slope) is

= ( change in y direction ) / ( change in x direction )

= ( n - (-4) ) / ( 2m - 3 )

= ( n + 4 ) / ( 2m - 3 )

2.

A line parallel to the x-axis will always have the equation of y = #. This is because all along that line, every value of x, y will still equal the same number. For example, a line parallel to the x-axis that crosses the y-axis at 2, will be y = 2. If it is in the negative range, it's the same concept, for example if it crossed the y-axis at -4, the equation would be y = -4.

Example - Computational Knowledge Engine

3.

To understand the slope of a line parallel to y axis, let us consider the figure given below.

1 . The gradient (slope) is ( n + 4 ) / ( 2m - 3 )

2. n = -4

3. m is not defined.

A line's slope is determined by how its y coordinate changes in relation to how its x coordinate changes. y and x are the net changes in the y and x coordinates, respectively. Therefore, it is possible to write the

change in y coordinate with respect to the change in x coordinate as,

m = Δy/Δx where, m is the slope

Given:

points (2m, n) and (3, -4).

1 . The gradient (slope) is

= ( change in y direction ) / ( change in x direction )

= ( n - (-4) ) / ( 2m - 3 )

= ( n + 4 ) / ( 2m - 3 )

2. A line parallel to the x-axis will always have the equation of y = x.

The line is therefore horizontal so gradient = 0

(n+4) / (2m-3)= 0

n = -4

(iii) Find the value of m if the line is parallel to the y-axis

(n+4) / (2m-3)= gradient

(n+4) / (2m-3)= 1

We know n = -4 from part (ii) then

(-4+4) /(2m-3)= 1

0/(2m-3) = 1

0 = 1 The 'm' vanishes

Hence, m is not defined.

Learn more about slope here:

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Answer:

No solutions.

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Distributive Property

Equality Properties

Algebra I

Step-by-step explanation:

Step 1: Define Systems

y = 2x + 1

2x - y = 3

Step 2: Solve for x

Substitution

Answer:

The system has no solution.

Step-by-step explanation:

y = 2x + 1

2x - y = 3

2x - ( 2x +1) = 3

2x - 2x + 1 = 3

1 ≠ 3

Since system has no solution for x, the system has no solution.

Answer:

The area of each section of the circle is 25\pi\ m^{2}25π m2

Step-by-step explanation:

we know that

The area of a circle is equal to

A=\pi r^{2}A=πr2

we have

r=10\ mr=10 m

substitute

A=\pi (10^{2})=100\pi\ m^{2}A=π(102)=100π m2

To find the area of each section divide the complete area of the circle by 44

so

100\pi\ m^{2}/4=25\pi\ m^{2}100π m2/4=25π m2

Answer:

Step-by-step explanation:

[tex]\bold{{Answer}}[/tex]

B.2.And30

What is the means of a proportion?

1 : harmonious relation of parts to each other or to the whole : balance, symmetry. 2a : proper or equal share each did her proportion of the work. b : quota, percentage. 3 : the relation of one part to another or to the whole with respect to magnitude, quantity, or degree : ratio.

A proportion is simply a statement that two ratios are equal. It can be written in two ways: as two equal fractions a/b = c/d; or using a colon, a:b = c:d. The following proportion is read as "twenty is to twenty-five as four is to five."

please correct me if im wrong

Answer:

D

Step-by-step explanation:

Given the proportion

[tex]\frac{a}{b}[/tex] = [tex]\frac{c}{d}[/tex]

Then a and d are the extremes of the proportion

and b, c are the means of the proportion

Then for

[tex]\frac{2}{3}[/tex] = [tex]\frac{20}{30}[/tex]

3 and 20 are the means → D

Answer:

[tex](1.3t^3 + 0.4t^2 - 24t) + (8 - 18t + 0.6t^2) = 1.3t^3 + t^2 -42t + 8[/tex]

Step-by-step explanation:

Given

[tex](1.3t^3 + 0.4t^2 - 24t) + (8 - 18t + 0.6t^2)[/tex]

Required

Solve

We have:

[tex](1.3t^3 + 0.4t^2 - 24t) + (8 - 18t + 0.6t^2)[/tex]

Collect like terms

[tex]1.3t^3 + 0.6t^2 + 0.4t^2 - 24t- 18t + 8[/tex]

[tex]1.3t^3 + t^2 -42t + 8[/tex]

So:

[tex](1.3t^3 + 0.4t^2 - 24t) + (8 - 18t + 0.6t^2) = 1.3t^3 + t^2 -42t + 8[/tex]

Answer:

look at pic

Step-by-step explanation:

Answer:

AB = DC So ∠A and ∠D are bigger then 90%

Answer:

E2020

Step-by-step explanation:

Answer:

brainliest and 20 points! Which best explains whether or not ΔABC ≅ ΔLMN? The figures are congruent because a 270° rotation about the origin and then a reflection over the x-axis will map ΔABC onto ΔLMN. The figures are congruent because a 90 rotation about the origin and then a reflection over the x-axis will map ΔABC onto ΔLMN. The figures are not congruent because point B corresponds with point N and point C corresponds with point M. The figures are not congruent because there is no rigid transformation or combination of rigid transformations that will map ΔABC onto ΔLMN.

Step-by-step explanation:

it's is the answr

Answer: x = -2

Step-by-step explanation:

[tex]x=4+(4x-4)\frac{1}{2} \\x=4+\frac{4x}{2}-\frac{4}{2}\\x=4+2x-2\\x=2+2x\\x-2x=2\\-x=2\\x=-2[/tex]

Answer:

B. b = 3a + 2

Step-by-step explanation:

We can write the equation in slope-intercept form as b = ma + c, where,

m = slope/rate of change

c = y-intercept/initial value

✔️Find m using any two given pair of values, say (2, 8) and (4, 14):

Rate of change (m) = change in b/change in a

m = (14 - 8)/(4 - 2)

m = 6/2

m = 3

✔️Find c by substituting (a, b) = (2, 8) and m = 3 into b = ma + c. Thus:

8 = 3(2) + c

8 = 6 + c

8 - 6 = c

2 = c

c = 2

✔️Write the equation by substituting m = 3 and c = 2 into b = ma + c. Thus:

b = 3a + 2