Select each angle of rotation about the origin, (0, 0) that maps WXYZ TO W’ X’ Y’Z

Answer:

B

Step-by-step explanation:

the answer is B because I know it

Step-by-step explanation:

How do you have two equal to signs omg?

Anyway,

x+6+2x=2x+6+4x+6+2x=2x+6+4

3x+6=8x+12=2x+10

0=5x+6=2x+10

0=3x-4=0

3x-4=0

3x=4

x = 4/3 = 1 ⅓

Answer:

The answer is (3) 0.015.

Step-by-step explanation:

This is because to find the probability of finding both independent events happening at the same time, we must multiply them.

The independent events are:

- Randomly selecting a defective battery: 0.02

- Raining tomorrow: 0.75

0.02 x 0.75 = 0.015

Therefore, the answer is (3) 0.015.

Jim must pay tax  $3.57.

The correct answer is (a) $3.57.

To calculate the sales tax that Jim must pay, we need to find 7% of the total cost of the shoes and laces.

The total cost of the shoes and laces is $50 (shoes) + $1 (laces) = $51.

To calculate the sales tax, we multiply the total cost by the tax rate:

Sales tax = 7% of $51

[tex]= 0.07 \times $51[/tex]

= $3.57.

Therefore, Jim must pay $3.57 in sales tax.

The correct answer is (a) $3.57.

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The calculated values of the angle measures when converted to radians are 1.31π rad and 3.34π rad

To convert angles from degrees to radians, we multiply the number of degrees by π/180.

This means that

Angle = Degree measure * π/180

Using the above as a guide, we have the following:

Angle 236 = 236 * π/180

Evaluate the products

Angle 236 = 1.31π rad

Next, we repeat the same process for the second angle 601 degrees

Angle 601 = 601 * π/180

Evaluate the products

Angle 601 = 3.34π rad

Hence, the angles are 1.31π rad and 3.34π rad

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The scale drawing of the classroom have the dimensions of 10 centimeters by 4.6 centimeters

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

Dimension of classroom = 10 meters by 4.6 meters

The scale of the drawing is given as

1 cm : 1 m

Using the above as a guide, we have the following:

Scale factor = 1 cm/1 m

So, we have

Scale factor = 1 cm per m

So, we have

Scale dimension of classroom = (10 meters by 4.6 meters) * 1 cm per m

Evaluate

Scale dimension of classroom = 10 centimeters by 4.6 centimeters

Hence, the scale drawing of the classroom have the dimensions of 10 centimeters by 4.6 centimeters

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Complete question

A rectangular classroom is 10 m long and 4.6 m wide. Make a scale drawing of the classroom using the following scales. 1 cm : 1 m

According to the information, Hannah donated b/50 books in total.

First, we need to find the average number of books donated by each student. We can do this by dividing the total number of books donated by the number of students:

Hannah donated 3 times this amount, so we can multiply the average by 3 to find how many books she donated:

Simplifying this expression, we get:

Therefore, Hannah donated b/50 books in total.

Note: This question is in Spanish. Here is the question in English:

Hannah's school organized a book donation. There are 150 students in her school who donated a total of b books. Hannah donated 3 times the average number of books donated by each student. How many books did Hannah donate?

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a) The percent change in Jennifer's account balance each month is 2.5%.

b) Based on the future value function, A(m)= 1750(1.025)^m, the account balance is increasing because the growth factor is 1.025 and not less than 1.

A growth function is a mathematical equation that shows a constant rate in increase or growth in value of the dependent variable.

A growth function is modeled by a growth factor greater than 1 while a decay function shows a decay.

Percentage change = 2.5% (1.025 - 1)

2.5% = 2.5 ÷ 100 = 0.025

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The value of 3.1 divided by 6 leaving 7 digits after the decimal point without rounding is 0.5166666

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

3.1 divided by 6

When represented as an expression, we have

3.1 divided by 6 = 3.1/6

The above expression can be calculated using a calculator

Using a calculator, we have

3.1/6 = 0.51666666666

This means that

3.1 divided by 6 = 0.51666666666

Leaving 7 digits after the decimal point without rounding, we have

3.1 divided by 6 = 0.5166666

Hence, the value of 3.1 divided by 6 is 0.5166666

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Answer:  C, yes

Step-by-step explanation:

Again you have do the same thing to both sides

They added 1 to both sides

Answer is C , yes they are same

Carson can line up his textbooks on his bookshelf in 24 different ways

What is Permutation?

Permutations are a way to count the number of ways that a set of objects can be arranged in a particular order. A permutation is an ordered arrangement of objects.

What is Combination?

The combination is a way to count the number of ways that a set of objects can be selected without regard to order. A combination is an unordered selection of objects.

According to the given information:

Carson has four textbooks that he wants to line up on his bookshelf. The number of different ways that he can do this is given by the permutation formula:

n! / (n - r)!

where n is the total number of objects (in this case, 4 textbooks), and r is the number of objects that he wants to arrange in a particular order (in this case, all 4 textbooks).

On substituting the values in the formula,

4! / (4 - 4)! = 4! / 0! = 4 x 3 x 2 x 1 / 1 = 24

Therefore, Carson can line up his textbooks on his bookshelf in 24 different ways.

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Answer:

1. True

2.True

3.True

4.False

5.False

6.True

7.True

8.True

Step-by-step explanation:

1. The area of a rectangle is found by the formula A=bh.

2. There are 4 rectangles making up the lateral area of the prism. 2+3=5. 5*6=30, and multiply by 2 since there are two of the 2x6 and two of the 3x6 rectangles to get 60. The bases of the prism have an area of 6 square inches each.

60+12+12=84

3. 3*5=15

4. The base is not a square, so you cannot multiply by 4 to get the area of all the triangles. You can multiply by two, and also multiply 1/2(3)(4) by 2 to get the area of the other two triangles.

5. The base is a triangle. 1/2(3)(4)=6.

6. 2[1/2(3)(4)]=12. 2(8*5)=80. 3*8=24. 80+24+12=116

7. A cube has 6 identical sides, so you can find the area of one side and multiply by 6 to get the surface area of the cube.

8. 9^2=81. 81*6=486.

Answer:

- 63

Step-by-step explanation:

When x = 0, x - 1 = -1

f(x - 1) = f(-1) = 21 from the table

-3f(x-1) = -3 (21)

= -63

Answer: i gotchu

Step-by-step explanation:

1) Since the base of this function is greater than 1, this means its increasing exponentially (increases from left to right).  So as x approaches positive infinity, y approaches positive infinity as well.

Domain (-∞,∞)   Range (0,∞)

2) If the base changes to 1/9 the function would decrease. So as x approaches positive infinity, y approaches 0 (Check attached screenshot)

3) The "+5" raises the horizontal asymptote up 5 units. So the new equation for the horizontal asymptote is y=5.

The "x-2" shifts the x values to the right by 2 units.

u dont have to pay me, i literally just learned this like a month ago :)

The area of the circle is 81π. Option A.

The area of a given circle is the amount of space that the circle will cover when considered in a 2 dimensional plane. It can be determined by;

area of a circle = πr^2

where r is the radius.

The circumference of a circle is the curved boundary of a circle. It can be determined by;

circumference of a circle = 2πr

where r is its radius.

From the given information in the question, we have a circle's circumference to the circle's area;

circumference/ area = 2/ 9

But,

circumference/ area = 2πr/ πr^2

                                  = 2/ r

Then;

2/ r = 2/ 9

2r = 2*9

   = 19

r = 18/ 2

r = 9

Thus,

area of the circle = πr^2

                             = π(9)^2

                             = 81π

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Answer:

70.4%

Step-by-step explanation:

Assuming the test is the only graded assignment, and the remaining 80% of her grade is still at 73%, we can calculate Kayla's new overall grade as follows:

New overall grade = (0.80 x 73) + (0.20 x 60)

New overall grade = 58.4 + 12

New overall grade = 70.4

Therefore, Kayla's new overall grade is 70.4%

Answer:

70.4% or a C-.

Step-by-step explanation:

To calculate Kayla's new grade after taking the test, you need to first find out what percentage of her overall grade the test is worth. If the test is worth 20% of her grade, then the remaining 80% of her grade is based on other factors, such as homework, quizzes, and other tests.

To calculate Kayla's new grade, you can use the following formula:

New grade = (Current grade x Weight of current assignments) + (Grade on test x Weight of test)

Plugging in the numbers given in the problem, we get:

New grade = (0.73 x 0.80) + (0.60 x 0.20)

New grade = 0.584 + 0.12

New grade = 0.704

Therefore, Kayla's new grade after taking the test would be approximately 70.4%, or a C-.

Answer:

The expanded notation of -6⁷ means writing the number -6⁷ as a sum of its place values.

-6⁷ can be written as:

-6 × 6 × 6 × 6 × 6 × 6 × 6

or

-6 × (6 × 6 × 6 × 6 × 6 × 6)

or

-6 × 6⁶

In expanded notation form, it can be written as:

-6 × (6 × 6 × 6 × 6 × 6 × 6)

= -6 × (46656)

= -279936

Therefore, the expanded notation of -6⁷ is -279936.

Step-by-step explanation:

Answer:

Step-by-step explanation:To solve this problem, we need to work backwards from the final price that Gina paid and determine the discounted price before tax was added.

Let x be the original price of the laptop. After a 25% discount, the discounted price is:

Discounted price = x - 0.25x = 0.75x

Next, we add 7% tax to the discounted price:

Final price = (0.75x) + 0.07(0.75x) = 0.8025x

We know that the final price that Gina paid was $963, so we can set up an equation:

0.8025x = 963

Solving for x, we get:

x = 1200

Therefore, the original price of the laptop was $1200, and the discounted price before tax was:

Discounted price = 0.75x = 0.75(1200) = $900

To check, we can add the 7% tax to the discounted price:

Final price = $900 + 0.07($900) = $963

This matches the price that Gina paid, so we can be confident in our answer.

Answer:

The anser is letter C)

Step-by-step explanation:

because it multiplies x3

0,5×3=1,5

1,5×10=15

10×3=30

Answer:

1cm=30m

The translation of ABC by (Rx + Ry) is UVW and the rigid composition of XYZ to X'Y'Z' cannot be determined

The rule (Rx + Ry) represents a translation image of a shape, where R is a vector representing the direction and distance of the translation, and (x, y) are the coordinates of the original shape.

To apply this rule to a shape, we simply add the vector R to each point of the shape, which moves the shape in the direction and distance specified by R.

Using the above as a guide, we have the following the translation of ABC by (Rx + Ry) to be UVW

The triangle X'Y'Z' is not given in the figure

So, the rigid composition of XYZ to X'Y'Z' cannot be determined

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Step-by-step explanation:

we just need to find out how many percentage of the daily goal each day, so let's assume that $50 is 100% of the daily goal.

Bisector of the angle is the line that divides the angle into two angles with the same measure. In the image attached, the bisector of the angle is represented by the green line.

Here, we have,

The next steps show you how to construct the bisector of the angle from a ruler and a compass.

Draw an arc using the vertex of the angle (O) as the center;

Mark the points A and B;

Draw an arc using the point (A) as the center;

Draw an arc, with the same radius, using the point (B) as the center. This arc should intersect the arc that you draw in the previous step.

Draw a line connecting the point C to the vertex O.

Finally, you have the bisector of the angle that is represented by the green line.

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The equation expressing d as a function of t can be found by using the formula for distance traveled with constant speed:

d = vt

where d is the distance, v is the constant speed, and t is the time elapsed.

In this case, the speed is 150 cm/s, so the equation is:

d = 150t

To find the total distance traveled in meters at t = 2 seconds, we need to first find the total distance traveled in centimeters at t = 2 seconds:

d = 150t

d = 150(2)

d = 300 cm

To convert to meters, we divide by 100:

d = 300/100

d = 3 meters

Therefore, at t = 2 seconds, the object has traveled a total distance of 3 meters.

Answer:

D

Step-by-step explanation:

gimme the points

cuz

scientific

a. The slopes of the lines are:

Slope of line 1 = 1/4

Slope of line 2 = -4

Slope of line 3 = -1/3

b.

Line 1 and Line 2 : Perpendicular

Line 1 and Line 3 : Neither

Line 2 and Line 3 : Neither

From the question, we are to determine the slope of each of the given lines:

Using the formula,

m = (y₂ - y₁) / (x₂ - x₁)

Where m is the slope

m = (-3 - 0) / (-4 - 8)

m = (-3) / (-12)

m = 1/4

m = (2 - 6) / (0 - (-1))

m = (-4) / (1)

m = -4

m = (-7 - (-4)) / (6 - (-3))

m = (-3) / (9)

m = -1/3

b.

NOTE: Two lines are said to be parallel if they have equal slopes; and they are said to be perpendicular if the slope of one is the negative reciprocal of the other.

Thus,

Line 1 and Line 2 : Perpendicular

Line 1 and Line 3 : Neither

Line 2 and Line 3 : Neither

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The discontinuity at x = -2 is a removable discontinuity or a hole in the graph of the function.

To identify the discontinuities in the function f(x), we first need to find the values of x that make the denominator zero, since division by zero is undefined.

The denominator of f(x) is x² + x - 2, which can be factored as (x - 1)(x + 2). Therefore, the function f(x) is undefined at x = 1 and x = -2, since they would make the denominator zero.

Now we need to determine the type of discontinuity at these points.

At x = 1, the function f(x) approaches infinity as x approaches 1 from both sides of the graph.

At x = -2, the function f(x) has a hole in the graph.

This means that the function is undefined at x = -2, but if we "plug in" x = -2, we can factor the numerator and cancel out the common factor with the denominator, resulting in a new function that is continuous at x = -2. The new function is:

f(x) = (x⁴ - 5x² + 4) / (x² + x - 2)

= [(x² - 1)(x² - 4)] / [(x - 1)(x + 2)]

= (x - 1)(x + 1)(x - 2), for x ≠ -2

Therefore, the discontinuity at x = -2 is a removable discontinuity or a hole in the graph.

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