20 PTS

a. A transformation maps ZOWE onto LFMA. Does the transformation appear to be an isometry? Explain.

b. What is the image of ZE? z e bar , question mark What is the preimage of M?

Answer:

77 is a composite number

Step-by-step explanation:

41 = 1 × 41

77 = 1 × 77 = 7 × 11

83 = 1 × 83

89 = 1 × 89

97 = 1 × 97

Answer:

Step-by-step explanation:I would say 77.The reason is because a composite number is where it has a multiple more than just itself or 1.So what you can do is write the multiples of each number.Then once you do that you can easily tell which numbers are composite and prime numbers.Remember prime numbers are numbers that just have a multiple of one and itself.

Hope this helps!!!!!

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Answer:

JL = 70

Step-by-step explanation:

If K is the midpoint of the segment, then JK = KL

JK = KL

9x-1 = 2x+27

Subtract 2x from each side

9x-2x -1 = 2x+27-2x

7x-1 = 27

Add 1 to each side

7x-1+1 = 27+1

7x = 28

Divide each side by 7

7x/7 = 28/7

x =4

But we want to find JL

JL = JK + KL

JL = 9x-1 +2x+27

Combine like terms

JL =  11 x+ 26

Substitute x =4

JL = 11*4+26

JL = 44+26

JL = 70

The length of line segment JL, when K is its midpoint and given jk = 9x - 41 and kl = 2x + 27, is 70.

This question is related to geometry and specifically the section on line segments. Firstly, if K is the midpoint of line segment JL, that means JK and KL are of equal lengths. So, we can set their equations equal to each other:

9x - 1 = 2x + 27

To solve this equation, start by subtracting 2x from both sides to isolate the variable x on one side:

7x - 1 = 27

Next, add 1 to both sides:

7x = 28

Dividing both sides by 7 gives:

x = 4

Substitute x = 4 into either of the equations, say kl = 2x + 27, gives the length of segment KL as:

kl = 2(4) + 27 = 35

The length of JL would then be twice the length of KL (since K is the midpoint) so:

jl = 2 * 35 = 70.

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Answer:

c is approximately  11.66 units

Step-by-step explanation:

Point E is at coordinates (-3,  5)

Point D is at coordinates (3 ,-5)

 Making a right triangle

 The x distance is  (3--3) = (3+3)  6

 and the y distance is (5--5) = (5+5) =  10

 We can use the Pythagorean theorem to calculate the hypotenuse, which is the distance from E to D

a^2 + b^2 = c^2

6^2 + 10^2 = c^2

36+ 100 = c^2

136 = c^2

Take the square root of each side

sqrt(136) = sqrt(c^2)

We only take the positive square root since the distance must be positive.

sqrt(4)sqrt(34) = c

2sqrt(34) = c

c is approximately  11.66 units

Answer:

If you are saying 1/6 of 1703% then your answer is 2.8383 repeating.

Step-by-step explanation:

Divide 1703 by 1/6

Answer:

512 student tickets.

Step-by-step explanation:

Let x be number of student tickets and y be number of adult tickets.

We have been given that at Friday's football game 1,294 tickets were sold. We can represent this information as:

[tex]x+y=1294...(1)[/tex]

We are also told that each student ticket costs $5.00, and each adult ticket costs $8.00 and 1,294 tickets were sold for a total amount of $8,816. We can represent this information as:

[tex]5x+8y=8,816...(2)[/tex]

From equation (1) we will get,

[tex]y=1294-x[/tex]

Substituting this value in equation (2) we will get,

[tex]5x+8(1294-x)=8,816[/tex]

[tex]5x+10352-8x=8,816[/tex]

[tex]-3x+10352=8,816[/tex]

[tex]-3x=8,816-10352[/tex]

[tex]-3x=-1536[/tex]

[tex]x=\frac{-1536}{-3}[/tex]

[tex]x=512[/tex]

Therefore, 512 student tickets were purchased at Fridays football game.

Answer:

yes it's a function

The graph is not a function as different input but the same output.

A function can be defined as the outputs for a given set of inputs.

The inputs of a function are known as the independent variable and the outputs of a function are known as the dependent variable.

Given, A function that is periodic.

If we draw a horizontal line it will intersect the graph at more than one points which lead to different input but the same output so the graph is not a function

learn more about functions here :

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Answer:

The expressions are not equivalent.

Step-by-step explanation:

Three-tenths of the total volume, v = [tex]\frac{3}{10} (v)[/tex]

= 0.3 × v --- (1)

But, 310x is 310 × v --- (2)

Since (1) and (2) represent the same volume,

0.3 × v = 310 × v

Divide both sides by v,

0.3 = 310 which is a contradiction.

Therefore, the expressions are not equivalent.

Answer:

4

Step-by-step explanation:

since 2<5, 4.237 ≈ 4

Answer:

-8 Is the answer

Step-by-step explanation:

Answer:

For every $16 Rob would get $6.

So for $32 it would be double since 32 is 2x more than 16 ¯\_(ツ)_/¯

The answer would be 6 x 2 or $12.

$12 is the answer.

Step-by-step explanation:

If you can please mark brainliest :3

Answer:

He saved $12.

Step-by-step explanation:

32/16 = 2

2 x 6 = 12

Answer:he got faster

Step-by-step explanation:

Answer:

The heights of subjects in a clinical trial of a new drug is a quantitative data.

Step-by-step explanation:

Qualitative: If a data represents characteristics, color, quality and it is non-numerical in nature, then it is known as qualitative data.

For example:- favorite color, game, hobby, etc.

Quantitative: If a data represents numerical values, then it is known as qualitative data.

For example:- height, weight, age, etc.

The heights of subjects in a clinical trial of a new drug can be represented by numerical values.

Therefore the heights of subjects in a clinical trial of a new drug is a quantitative data.

Answer:

7+2-5=f

Step-by-step explanation:

Draw a number line.

Imagine the ground as zero. If Kyle is 7 floors up, then he would be at positive 7.

If he goes up two more floors, he is adding, since he is getting farther away from "zero" or the ground floor.

If he goes down 5 floors, then he would be subtracting 5, since he is going down closer to ground floor.

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Answer:

Yes there is enough.

Step-by-step explanation:

There is 992 computers, you divide 992 by 90 (90 schools) and you would get 11. There would 11 computers for each school.

Answer:

Yes, there are enough computers.

Step-by-step explanation:

You would take 992 and divide it by 90 which gets you 11. Then for double checking your answer divide 992 by 11 you would get 90. Making everything line up with what the word problem states.

Slope intercept form:

y = mx + b

where m is the slope and b is the y-intercept.

Look at your graph. The Y-Intercept is +4. Plug it into your equation:

y = mx + 4

Look at your graph. The slope is (rise/run) - find two whole points and (rise/run). Take (-1, 1) (p1) and (0,4) (p2). Rise up 3 and run right 1 from p1 to reach p2.

y = (3/1)x + 4

y = 3x + 4

The square of a whole number between 4500 and 4900 must be between 67 and 69, hence the number is in the range of 65 to 70 excluding 70.

The student's question involves finding the whole number whose square falls between 4500 and 4900. To solve for the range of whole numbers, we need to take the square root of both limits. Since the square root of 4500 is approximately 67.08 (rounded down to the nearest whole number is 67) and the square root of 4900 is exactly 70, the whole number must be between 67 and 70. However, since 70 squared gives us 4900, we exclude it from the possible numbers. Therefore, the possible numbers are 67, 68, and 69, which means the correct answer is between 65 and 70.

Thirty-four thousandths.

Answer:

Slope is 5, y-int is 1, and f(n) = 5n+1

Step-by-step explanation:

So, since we are dealing with an arithmetic sequence, it is linear. If you notice, it is just adding 5 from the previous term. This represents a slope of 5. Increase of 1 in x and increase of 5 in y. Then, f(1) = 6. Since 1 x 5 is 5, and 5 + 1 = 6, the b is 1. This is because the normal 5x is deviated by 1. Since it is arithmetic, that 1 unit deviation will carry on. The last question basically says just write the y=mx + b but just use n and f(n), which is f(n) = 5n + 1.

Answer:

x = 7

Step-by-step explanation:

given [tex]\frac{3}{5}[/tex] = [tex]\frac{6}{x+3}[/tex] ( cross-multiply )

3(x + 3) = 30 ( divide both sides by 3 )

x + 3 = 10 ( subtract 3 from both sides )

x = 7

and [tex]\frac{3}{5}[/tex] = [tex]\frac{6}{10}[/tex] ← check

Answer:

3/10

Step-by-step explanation:

Answer:

L = 19

W = 18

Step-by-step explanation:

Equation

Givens

Solution

Note: If  the assumption is incorrect, please finish your sentence with odd or even consecutive numbers. I've used the word consecutive to be un modified. That way consecutive means one number after another.

Answer:

x-independent

y-dependent

Step-by-step explanation:

Dependent variable: y because you get the points by doing the quiz.

Independent variable: x because you don’t know how many questions you answered correctly.

Total points you score: Unknown until you know how many you got right also the same as y.

Number of questions you answer correctly: Unknown until you get your paper back, also the same as x.

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Slope : rate of change = 2/3 x

Y- int : where the line touches the y axis. Hence, 4

Answer:

Hope this helps!

Step-by-step explanation:

The slope is 2/3

the Y-intercept is 4

y=mx+b

m=slope

b=y-intercept

Answer:

65

Step-by-step explanation:

180-80-35=65

Answer:

18 feet

Step-by-step explanation:

Let the height be x

We are given that The side lengths of the state flag of Colorado are in the ratio 2:3.

Length: Height = 2:3

Length of the flag is 12 feet long

Length : Height = 12:x

So, ATQ

2:3::12:x

[tex]\frac{2}{3}=\frac{12}{x}[/tex]

[tex]x=\frac{12 \times 3}{2}[/tex]

[tex]x=18[/tex]

Hence it’s height is 18 feet

To find the height of the Colorado state flag, we can use the given ratio of side lengths and solve for the unknown height using a proportion.

To find the height of the Colorado state flag, we can use the given ratio of side lengths – 2:3. Since the given length is 12 feet, we can set up the ratio equation as follows:

2/3 = 12/x

To solve for x, we can cross multiply:

2x = 3 * 12

Simplifying further, we get:

2x = 36

Dividing both sides by 2, we find that:

x = 18

Therefore, the height of the Colorado state flag is 18 feet.

Answer:

g=4

Step-by-step explanation:

If you're solving for g, you need to get it alone on one side. The way I did so was to subtract 7 from each side.

15 = 2g + 7

-7            -7

If you do that, the 7 on the right cancels out and you're left with 8 = 2g. To get the g alone, you divide it by it's base on both sides which in this case is 2.

8/2 = 2g/2

That will cancel the 2 out and will leave you with g on the right side and on the left side would be 4 because simple division (8/2=4)

Your final answer should be g = 4

Final answer:

In a classroom with 12% left-handed students, the fraction representing them is 3/25 after simplification, and with 88% right-handed students, their fraction is 22/25. Since 22/25 is greater than 3/25, there are more right-handed students.

Explanation:

If 12% of the students in your class are left-handed, the fraction of students that are left-handed is 12/100, which can be simplified to 3/25 by dividing both the numerator and the denominator by 4. There are clearly more right-handed students because if 12% are left-handed, then 100% - 12% = 88% are right-handed. The fraction of right-handed students is 88/100, which simplifies to 22/25. Comparing the two fractions, 3/25 for left-handed students and 22/25 for right-handed students, it’s evident that there are more right-handed students in your class.

Factor out the common term 6m

6m(m + 2) = 0

Solve for m

When will m(m + 2) equal zero?

When m = 0 or m + 2 = 0

Solve each of the equations above

m = 0, -2

Answer: A. Frederico raised the most money.

Step-by-step explanation:

The easiest way to look at it is to convert the fractions into decimals.

1. 6/7 = .857

2. 5/9 = .3 repeating

3. 11/10 = 1.1

So, when it is put into decimals it is easier to understand who raised the most money (Frederico).

Hope this helps :)