From the question the transformations that non-rigid is dilation. The correct answer is B.
what is nonrigid transformation?Any transformation of a geometric object that alters the size but not the shape is referred to as a nonrigid transformation. Examples of non-rigid types of transformation include stretching and dilation. Any action taken on a shape is referred to as a metamorphosis.
Rigid transformation is When a figure undergoes a stiff transformation, its size and shape are left unaltered. Because the image is unchanged, stiff transformations include translations, rotations, and reflections.
As a result, a dilation is a non-rigid transformation because the size of the image is changing.
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Sakura speaks 150 words per minute on average in Hungarian, and 190 words per minute on average in Polish: She once gave cooking instructions in Hungarian, followed by cleaning instructions in Polish: Sakura spent 5 minutes total giving both instructions, and spoke 270 more words in Polish than in Hungarian: Answer Check Answier haven t learned this yet How long did Sakura speak in Hungarian, and how long did she speak in Polish? Show me how Td Ike hint Sakura spoke for Hungarian and for Polish: minutes in minutes in Stuck? Watch a video'
Sakura spoke 2 minutes in Hungarian and (5 - 2) = 3 minutes in Polish.
Given that, Sakura gave instructions for 5 minutes. We consider, Sakura gave instructions in Hungarian for [tex]x[/tex] minutes and in Polish for (5 - [tex]x[/tex]) minutes.
Sakura speaks 150 words per minute in Hungarian so in [tex]x[/tex] minutes, total words to be spoken is 150[tex]x[/tex]
Sakura speaks 190 words per minute in Polish so in (5 - [tex]x[/tex]) minutes, total words to be spoken in 190(5 - [tex]x[/tex])
By the given condition we have the equation,
Words spoken in Polish = Words spoken in Hungarian + 270
⇒ 190 (5 - [tex]x[/tex]) = 150[tex]x[/tex] + 270
⇒ 950 - 190[tex]x[/tex]= 150[tex]x[/tex] + 270
⇒ 150[tex]x[/tex] + 190[tex]x[/tex] = 950 - 270
⇒ 340[tex]x[/tex] = 680
⇒ [tex]x[/tex] = 2
Sakura spoke 2 minutes in Hungarian and (5 - 2) = 3 minutes in Polish.
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the amount of time emma must wait for the train is continuous and uniformly distributed between 4 minutes and 11 minutes. what is the probability that emma must wait more than 5 minutes for the train?
The probability that it takes Emma more than 5 minutes to wait for the train is 0.8571.
Given :
the amount of time emma must wait for the train is continuous and uniformly distributed between 4 minutes and 11 minutes.
Let the random variable X denotes the amount of time it takes Emma to wait for the train is continuous and uniformly distributed between 4 minutes and 11 minutes.
the distribution function of X is:
F ( x ) = x - 4 / 11 - 4
4 < x < 11
P ( X > 5 ) = 1 - P ( X < 5 )
= 1 - F ( 5 )
= 1 - 1 / 7
= 7 - 1 / 7
= 6/7
= 0.8571
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Algebra 1 > EE.10 Dilations of functions 6EC
What kind of transformation converts the graph of f(x) = -9x² - 7 into the graph of g(x) =
-x² - 7?
vertical stretch
horizontal shrink
horizontal stretch
vertical shrink
O
M
Question
.Jeff and Lauryn are long-distance runners.
Jeff's race time, based on his average pace, is represented by the equation y=9x, where x is the number of miles and y is the number of minutes.
Lauryn's average pace is represented in this graph.
If Jeff and Lauryn run a 10k (a 6.2-mile race), who will win? Why?
Select two answers: one for the winner of the race and one for the reason they won.
Responses
Lauryn's pace is 9 minutes per mile, so Jeff is slower at 10 minutes per mile.
Lauryn's pace is 9 minutes per mile, so Jeff is slower at 10 minutes per mile.
Lauryn wins.
Lauryn wins.
Lauryn's pace is 10 miles per minute, so Jeff is slower at 9 miles per minute.
Lauryn's pace is 10 miles per minute, so Jeff is slower at 9 miles per minute.
Lauryn's pace is 10 minutes per mile, so Jeff is faste
Lauryn's race time equation is y = 10x. Thus, Lauryn's pace is 10 minutes per mile, so Jeff is faster. Jeff will win.
How to determine who will win the race between Jeff and Lauryn?Given that:
Jeff's race time is represented by the equation y=9x
You will find Lauryn's race time equation in the graph:
The equation of the line is of the form y = mx
where m is the slope
m = 20-0 / 2-0 = 20/2 = 10
Thus, Lauryn's race time equation is y = 10x
For a 10k, the race time for Jeff will be:
y = 9x
y = 9×10 = 90 minutes
For a 10k, the race time for Lauryn will be:
y = 10x
y = 10×10 = 100 minutes
Therefore, Lauryn's pace is 10 minutes per mile, so Jeff is faster. Jeff wins.
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1. f(x)=14(x-3)+1. g(x)=7(x+2)+1
2. f(x)=6(x+2)-3. g(x)=8(x-3)+6
3. f(x)=3(x-1)+²/3. g(x)=3(3-x)-2/3
4. f(x)=-1/3(x+2)-4. g(x)=¹/3(-x-2)+6
5. f(x)=4/3(x-2/3)+¹/3. g(x)=2/3 (2²/3 -x)
State the transformations that occur between f(x) and g(x). I would greatly appreciate if someone could help me with these! Thank you
Answer:
Comparing the functions, from the tables, it is found that (f - g)(x) is positive in the interval (–∞, 9) .
----------------------
For the subtraction function, we simply subtract both functions, thus:
It is positive if f is greater than g, that is: f(x) > g(x).
It is a linear function, so one function is greater before the equality, one after.
They are equal at x = 9.
If x < 9, f(x) > g(x), and thus, (f - g)(x) is positive, which means that the desired interval is:
(–∞,
Step-by-step explanation:
a certain academic program boasts that 87% of their graduates find full-time employment in their field within the first year of graduation. the academic director is concerned that market factors may have adversely affected the full-time placement rate and decides to perform a hypothesis test to see if her concern is warranted. in this situation, explain the meaning of a type ii error.
The type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.
It is given to us that -
A certain academic program boasts that 87% of their graduates find full-time employment in their field within the first year of graduation.
The academic director wants to perform a hypothesis test to see if her concern is warranted.
We have to explain the meaning of a type II error for this type of hypothetic test.
In Hypothesis test, type II error occurs when the null hypothesis is not rejected even if it is actually false.
When performing hypothesis test, there are two factors that play an important role -
(a) The significance level of the hypothesis test
(b) The p-value obtained
In the given situation,
Null hypothesis, [tex]H_{0}[/tex]: p = the proportion is equal to 87%, i.e., 0.87
Alternative hypothesis, [tex]H_{A}[/tex]: p = the proportion has reduced than 0.87
The type II error may occur when -
the p-value is greater than the significance level
This condition will arise when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.
In such situation, we cannot reject the null hypothesis because the p-value must be greater than the significance level.
Thus, the type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.
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The type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.
What is type II error ?
In Hypothesis test, type II error occurs when the null hypothesis is not rejected even if it is actually false.
When performing hypothesis test, there are two factors that play an important role -
(a) The significance level of the hypothesis test
(b) The p-value obtained
In the given situation,
Null hypothesis, : p = the proportion is equal to 87%, i.e., 0.87
Alternative hypothesis, : p = the proportion has reduced than 0.87
The type II error may occur when -
the p-value is greater than the significance level
This condition will arise when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.
In such situation, we cannot reject the null hypothesis because the p-value must be greater than the significance level.
Thus, the type II error in this hypothesis test will occur when there is lack of enough evidence to conclude that less than 87% of the graduates of the academic program find full-time employment.
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What is 25+(−15)−(−10)?
When two numbers have the same sign, the result will be the number with the larger absolute value. 25 + (-15) - (-10) = 30
To calculate 25 + (-15) - (-10), we must first look at the order of operations. We start with the parentheses, so we need to calculate -15 and -10 first. When two numbers have the same sign, the result will be the number with the larger absolute value. In this case, -15 and -10 both have negative signs, so the result will be -15.
Next, we move on to the addition and subtraction signs. We add 25 and -15 to get 10. Then we subtract -10 from 10, and the result is 30. So, 25 + (-15) - (-10) = 30.
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SHOW WORK FOR BRAINLIST DUE TODAY
The true or false values of the statements are:
The book is $18 : TrueGiselle can earn up to $18 pulling weeds for her grandmaGiselle's grandma pays her $1 for every 5 weeds she pullsGiselle does not have to use any of her own money toward the purchase of the book when she pulls 90 weedsGiselle only needs to pull 18 weeds to not use any of her own money: FalseHow to determine the true statements from the scenario?From the question, we have the graph which represents the given parameters that can be used in our computation
Analysing the graph, we have:
The graph crosses the y-axis at y = 18
This means that the y-intercept of the graph is
y-intercept = 18
This in other word mean that:
The cost of the book is $18
So, (a) is true
Also, the graph crosses the x-axis at x = 90
This means that the x-intercept of the graph is
x-intercept = 90
This in other word mean that:
Giselle gets $18 if she pulls all the weed (i.e. 90 weeds) in the garden
So, (b) and (d) are true
The amount paid by her grandma is calculated as
Amount = 18/90
Amount = 1/5
So, (c) is true
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what can you say about the geometric multiplicity of the eigenvalues of a matrix of the form a = ⎡ ⎣ 010 001 abc ⎤ ⎦ , where a, b, c are arbitrary constants?
Eigenvalues are a unique collection of scalar values connected to the set of linear equations that are most often found in the matrix equation.
What is meant by eigen value?Eigenvalues are the unique set of scalar values connected to the set of linear equations most likely found in the matrix equations. Also known as characteristic roots, the eigenvectors are. After applying linear transformations, the vector is non-zero and can only be altered by its scalar factor.
The term "eigenvalue equation" refers to an equation in which the operator multiplies the function by a constant when applied to a function. An eigenvalue is the resultant numerical value, and an eigenfunction is the function itself.
Given:
The given value is
[tex]$$A=\left[\begin{array}{lll}0 & 1 & 0 \\0 & 0 & 1 \\a & b & c\end{array}\right]$$[/tex]
where a, b, c are arbitrary constants.
If [tex]$\lambda$[/tex] is an eigen value of A Then,
[tex]$& E_\lambda={ker}(A-\lambda I) \\[/tex]
Now,
Last two rows are linearly independent.
So, we have
[tex]${dim} E_\lambda=1$[/tex]
Therefore,
[tex]${gemu}(\lambda)=1$$[/tex]
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Amelia left her house at time zero and drove to the store, which is 4 blocks away, at a speed of 2 blocks per minute. Then she stopped and went into the store for 2 minutes. From there, she drove in the same direction at a speed of 7 blocks per minute until she got to the bank, which is 14 blocks away from the store. She stopped at the bank for 3 minutes. Then she drove home at a speed of 6 blocks every minute. Make a graph of showing the number of blocks away from home that Amelia is x minutes after she leaves her house, until she gets back home.
The distance time Graph of Amelia as she gets back home is attached below
What is a distance-time graph?
How far an item has come in a certain amount of time is displayed on a distance-time graph. The graph that shows the result of the distance vs time analysis is a straight-line graph.
The Y-axis represents the distance.
The X-axis is used to plot time.
On a graph of distance vs time, curved lines denote a changing speed.
When analyzing the motion of bodies, we work with the distance-time graph. A distance-time graph related to a body's motion may be created if we measure a body's motion's distance and time and display the resulting data on a rectangle graph.
let us take Amelia at (0,0) when she is at her home she went to the store which is 4 blocks away with a speed of 2 blocks per min which means she will reach the store after 2 min,i.e. now her location is (2,4) she went into the store for 2 min which means she doesn't move from that location for 2 min so the time is now 6 min from the moment she started. So, now here location is (4,4)From there, she drove in the same direction at a speed of 7 blocks per minute until she got to the bank, which is 14 blocks away from the store. which means she is at (6,18) because it took he 2 min to reach the bank as she was travelling with a speed of 7 blocks per minShe stopped at the bank for 3 minutes which means she is at the same location but the time is now 9 min so she is at (9,18)Then she drove home at a speed of 6 blocks every minute and she need to travel 18 blocks with the speed of 6 blocks per min so, she will reach her home after 3 min and now the is at her home which is at (12,0)Learn more about the Distance time graph from the link below
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a simple random sample of 64 concert tickets was drawn from a normal population. the mean and standard deviation of the sample were $120 and $25, respectively. we want to determine whether the mean of tickets is not equal to $125. find the p-value for this hypothesis testing.
By using the hypothesis test, to determine whether the mean of tickets is not equal to $125 is calculated as 58%.
We must compute the sample's z-score using the sample mean and standard deviation in order to determine the p-value for this hypothesis test. The z-score calculates how far the sample mean deviates from the population mean by standard deviations.
The difference between the two means is $5 if the population mean is $125 and the sample mean is $120. Given that the sample's standard deviation is $25,
z-score = [tex]\frac{5}{25}[/tex] = 0.2.
We must utilize the z-score to hunt for the equivalent value in a typical normal table in order to determine the p-value. The chance of selecting a sample with a mean of $120 from a population with a mean of $125 is known as the p-value.
The probability that a sample with a z-score of 0.2 would be taken from a population with a mean of $125 is the p-value in this instance. When we look for 0.2 in a typical normal table, we discover that the p-value is roughly 0.58. As a result, 0.58 is the p-value for this hypothesis test. The probability that a sample with a mean of $120 would be taken from a population with a mean of $125 is therefore 58%.
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How do you write 2 4/5 as a decimal?
Answer:
2.8
Step-by-step explanation:
Set aside the 2 for now.
Divide 4÷5=0.8 NOTE: Order Matters!!
Add: 2 + 0.8 = 2.8 (Just put the 2 to the Left of the decimal.)
Solve for x. Finals are soon need for an assignment!! Please help!
Using the concept of similar triangle and rule for the proportionality of it's sides, The answer is x=2.
What is a triangle?A triangle is a three-sided polygon with three vertices. The triangle's internal angle, which is 180 degrees, is constructed. It implies that the internal angles of a triangle add up to 180 degrees.
What is similar triangle?Triangles with the same shape but different sizes are said to be similar triangles. Squares with any side length and all equilateral triangles are examples of related objects. In other words, if two triangles are similar, their corresponding sides are proportionately equal and their corresponding angles are congruent.
Triangle ADE and Triangle ABC are similar in nature.
using the rule of proportionality of sides of the similar triangle, We have,
[tex]\frac{2+x}{2} = \frac{2}{1}[/tex]
x+2=4
x=4-2
x=2
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Anyone know how to solve this? You are supposed to find X Y and Z within the circle.
The measure of the unknown angles in the circle are
x° = 38°
y° = 90°
z° = 90°
Circle Geometry: Calculating the measure of angles in the circleFrom the question, we are to determine the measure of the unknown angles.
From one of circle theorems, we have that "the angle in a semicircle is a right-angle"
Thus,
y° = 90°
z° = 90°
To determine the measure of x°
Using the theorem,
"The angle subtended by an arc at the center of a circle is twice the angle subtended at the circumference"
Thus,
x° = 2 × 19°
x° = 38°
Hence, x° = 38°, y° = 90°, and z° = 90°
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Which of the following complex numbers is equal to (5 + 12i) − (9i^2 − 6i), for i √ -1 ?
Complex number equal to (5 + 12i) − (9i^2 − 6i), for i = √ -1 is 14 + 18i.
Complex numbers are the numbers that are expressed in the form of a+ib where, a,b are real numbers and ‘i’ is an imaginary number called “iota”. The value of i = (√-1)
Given number is (5 + 12i) − (9i^2 − 6i).
We know that i^2 = -1.
Using this we get number = 5+12i+9+6i
= 14+18i
So the required number is 14 + 18i.
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Is 9 hundredths greater than 6/10
Step-by-step explanation:
9 hundredths = 9/100
is 9/100 > 6/10 ?
let's bring both to 1/100
9/100 > 6×10/100
9/100 > 60/100
no, this is wrong. 9/100 is not greater than 60/100 (or 6/10).
9/100 would be greater than 6/100. but not greater than 6/10.
A recipe for one batch of cookies calls for 3 cups of sugar and 2 tablespoons of salt.
How many batches can you make with 12 cups of sugar and 8 tablespoons of salt?
you have 3.35$ in quarters and nickels. If you have 31 coins how many each do you have?
a. Write a system for the problem
b. how many types of each coin do you have?
SOMEONE ANSWER PLSS IM DYING HERE
0.25Q+0.05N=3.25 and Q+N=31 is the required system of equation and nickels should be 22.5 and Quarters should be 8.5
What is Equation?Two or more expressions with an Equal sign is called as Equation.
From given,
3.35$ in quarters and nickels. If you have 31 coins
0.25Q+0.05N=3.25..(1)
Q+N=31
Q=31-N
Now substitute Q value in (1)
0.25(31-N)+0.05N=3.25
7.75-0.25N+0.05N=3.25
7.75-0.2N=3.25
Subtract 7.75 on both sides
-0.2N=3.25-7.75
-0.2N=-4.5
Divide both sides by 0.2
N=22.5
and Q+22.5=31
Q=31-22.5
Q=8.5
Hence, 0.25Q+0.05N=3.25 and Q+N=31 is the required system of equation and nickels should be 22.5 and Quarters should be 8.5
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what is the x value in –x − 2y = –13 (y value = 7
)
Answer:x=-1
Step-by-step explanation:
-x-2(7)=-13
-x-14=-13
(Add 14 on both sides)
-x=1
(-1x is the same as -x)
-1x=1
(Divide both sides by -1)
X=-1
Kusum bought 50 glasses for rs 1500 out of which 4 were broken if she sold the rest of the glasses for rs 35 each how many profit or loss percent did she bear
Answer:
7.3%
Step-by-step explanation:
Cost for 50 glasses = ₹1500 -----> Cost Price (C.P)
Cost per glass = 1500/50 = ₹30
Here, 4 glasses break. So, she now has
50-4 = 46 glasses
She sold 46 glasses for ₹35 each,
Money earned = 46x35 = ₹1610 -----> Selling Price (S.P)
Since S.P > C.P,
she made a profit = 1610-1500 = ₹110
Profit% = Profit/Cost Price x 100
= 110/1500 x 100
= 7.3%
What is perpendicular distance of point 7 and 2 from y-axis?
The perpendicular distance of point 7 and point 2 from y-axis is 7 and 2, respectively.
The perpendicular distance of any point from the y-axis is the x-coordinate of the point. In the case of point 7 and point 2, their respective x-coordinates are 7 and 2. Therefore, the perpendicular distance of point 7 and point 2 from the y-axis can be calculated by using the formula d = |x|, where d is the perpendicular distance and x is the x-coordinate of the point.
By substituting the x-coordinates for point 7 and point 2, we get the perpendicular distance of point 7 from y-axis is d1 = |7| = 7 and the perpendicular distance of point 2 from y-axis is d2 = |2| = 2.
Therefore, the perpendicular distance of point 7 and point 2 from y-axis is 7 and 2, respectively.
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Jack borrowed $600
from his dad and
paid him back $475.
How much does he
still owe his dad?
Answer:
$125
Step-by-step explanation:
600 - 475 = 125
Answer:
600-475
275
Step-by-step explanation:
The amount borrowed is subtracted from the amount paid back gives the remaining debt.
Therefore the amount to be paid back is 275
before agreeing to purchase a large order of polyethylene sheaths for a particular type of high-pressure oil-filled submarine power cable, a company wants to see conclusive evidence that the true standard deviation of sheath thickness is less than .05mm. what hypotheses should be tested? what are the type i and type ii errors?
Hypothesis is tested as H₀: σ = 0.05 mm versus H₁: σ < 0.05 mm.
The type I error occurs if we accept a shipment that should have been rejected .
A type II error occurs if we reject a shipment that should have been accepted.
Given that,
A corporation wants to see concrete proof that the genuine standard variation of sheath thickness is less than 0.05mm before committing to a significant order of polyethylene sheaths for a certain kind of high-pressure oil-filled submarine power line.
We have to find what theories need to be tested and what exactly are types I and ii errors.
We know that
H₀: σ = 0.05 mm
versus
H₁: σ < 0.05 mm.
In this context,
The type I error occurs if we accept a shipment that should have been rejected .
A type II error occurs if we reject a shipment that should have been accepted.
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What is the value of x in the
equation 2x+3y = 36, when y = 6?
8
9
27
36
Kurt was trying to factor a polynomial and was having trouble. He wondered if the polynomial could even be factored. He got frustrated and tore his paper up, throwing the pieces away, but one piece fell to the floor. On it, you were able to see that the polynomial ended with “ + 12” Using this, you decide to create a polynomial that cannot be factored.
Your polynomial must have three terms:
something with x2, something with x, and ending with + 12.
What is your polynomial?
How do you know that it cannot be factored?
The polynomial with constant term of 12 that cannot be factored is given as follows:
y = x² - 3x + 12.
It cannot be factored because it has a negative discriminant.
How to factor a quadratic equation?The standard definition of a quadratic equation is given as follows:
y = ax² + bx + c.
The discriminant determines if the function can be factored, and is given as follows:
D = b² - 4ac.
If the discriminant is negative, the function cannot be factored.
In this problem, the function is defined as follows:
y = ax² + bx + 12.
Attributing a = 1, the function is:
y = x² + bx + 12.
Then the coefficients are:
a = 1, c = 12.
It cannot be factored when:
D < 0
Hence:
b² - 4ac < 0.
b² < 48
|b| < 7.
Hence one possible case is when b = -3, giving the equation shown at the answer.
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what are the numbers for h?
Answer:
0,1
2,2
4,3
6,4
Step-by-step explanation:
Some Examples
4 = 1/2 (6) + 1
4 = 3 + 1
4=4
----------
2 = 1/2 (2) + 1
2 = 1 + 1
2 = 2
h
0
2
4
6
...................
The vertices of a cube or cuboid is suppposed to be V, side is E and surface is F, then which of the following is the relation between them? Write it.
1) V+E+F=2
2)V+E-F=2
3) V-E+F=2
4)V-E-F=2
The relation between the vertices of a cube or cuboid is V, the side is E, and the surface, F is V - E + F = 2. Option 3) is the correct answer.
What is the relationship between the vertice, face and side of a cube or cuboid?The vertice, face, and side of a cube or cuboid are related by Euler's Theorem. This theorem states that the number of faces, vertices, and edges of any polyhedron are related by Euler's formula.
Euler's formula can be stated as:
F + V = E + 2.
or
F + V - E = 2
where,
F = equal to the number of faces,
V = equal to the number of vertices
E = equal to the number of edges.
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2) Calculate the perimeter and area of the following shapes. Put the answer in pi notation
and rounded to the nearest tenth.
Height of Square- 5ft
The area of the square is 25ft² and the perimeter is 20ft.
How to illustrate the area?It's important to note that the area of a square is calculated as:
= Side ²
The perimeter is calculated as:
= 4 × Side
From the information given, the side is 5ft. The area will be:.
= 5 × 5
= 25ft²
The perimeter will be:
= 4 × Sode
= 4 × 5ft.
= 20 feet
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how many different ways are there to seat five people around a circular table, where two seatings are considered to be the same if each person has the same neighbor to the left and the same neighbor to the right?
If the person has same neighbor to the left and right , Seating is considered same. By using circular permutation, the answer is 2.
What do you mean by permutation?A conceivable order or arrangement for a group of items, especially one among several alternatives.
What is the formula to calculate permutation?The formula for permutation is:
[tex]P(n,r)= \frac {n!}{(n-r)!}[/tex] (Permutation)
[tex]P(n)=(n-1)![/tex] (Circular permutation)
Total number of people=5
Since the orientation with same neighbor to left and right is considered same. We consider 3 people as 1 which represent a person with neighbors.
Total people used in circular permutation=3
P(3)= (3-1)!
=2!
=2.
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. consider the following situation: janet is examining triangles in her geometry class. all of the triangles janet examined were isosceles. janet concludes that all triangles are isosceles triangles. the type of reasoning janet used in this situation was
The type of reasoning janet used in this situation was
Inductive reasonings .
What is reasoning ?In mathematics, reasoning involves drawing logical conclusions based on evidence or stated assumptions. Sense making may be considered as developing understanding of a situation, context, or concept by connecting it with existing knowledge or previous experience.
Why is reasoning in maths important?
Reasoning in maths is the ability to make logical links and connections which help you tackle a new maths problem. The skill of reasoning equips students not only with the ability to say how they will attempt to work out an answer, but why and how they can be sure it will work.
Inductive reasoning is a type of reasoning that draws general conclusions from specific observations .
In this case Janet examines only isosceles traingle ( specific ) and concluded that all triangles are isosceles ( generalised ).
Learn more about reasoning here;
https://brainly.com/question/25175983
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