A 2X2 square is centered at the origin. It is dilated by a factor of 3. What are coordinates of the vertices of the square?

Answer:

3

Step-by-step explanation:

48 - 24 = 24

24 - 12 = 12

12 - 6 = 6

6 - 3 = 3

Thats the pattern

Plzzz mark brainlest and thank me

Answer:

1.38p=C

Step-by-step explanation:

each pound is $1.38 and pounds is p they have to equal to C, the total.

Answer:

A.The signs change from negative to positive.

Step-by-step explanation:

We are given that trapezoid in quadrant III rotates 180 degrees clockwise about the origin.

We have to find the effect of rotation on the sign of  coordinates .

We know that the transformation rule of rotation 180 degrees about the origin is given by

[tex](x,y)\righatarrow (-x,-y)[/tex]

When a trapezoid lie in III quadrant then the coordinates of all four points are negative because in III quadrant x and y are both negative.

When the trapezoid rotates 180 degrees clockwise about the origin then by using the given rule the sign of coordinates from negative to positive.

Hence, option  A is true.

The signs of both x and y coordinates of a trapezoid in Quadrant III change from negative to positive after a 180° clockwise rotation about the origin, resulting in a new position in Quadrant I.

When a trapezoid positioned in Quadrant III, where both x and y coordinates are negative, undergoes a 180° rotation clockwise about the origin, the signs of both coordinates change. This type of rotation is a half-circle and results in the figure being mirrored over the origin into the quadrant directly opposite Quadrant III, which is Quadrant I. Here, both the x and y coordinates become positive, as any point that was (-x, -y) in Quadrant III will become (x, y) in Quadrant I after a 180° rotation.

This transformation aligns with the properties outlined for rotational symmetry operations, reversing the direction of both the x and y vectors without altering their magnitudes. The correct answer to the student's question is therefore option A: The signs change from negative to positive.

Answer: -125

Step-by-step explanation:

(5*5*5)*-1

(25*5) *-1

125 * -1

-125

Answer:

-125

Step-by-step explanation:

5*5*5 = 125

125*-1 = -125

Answer:

A. a. 9x^4 b. 3x^5y

Step-by-step explanation:

a. 5x^4 + 4x^4

Since these are to the same power, they are like terms and we can add them

9x^4

b. 12x^5y − 9x^5y

Since these are to the same power, they are like terms and we can subtract them.

3x^5y

Answer:

C

Step-by-step explanation:

plug in y = 2x into the first equation

3x+2x = 10

5x = 10

x = 2

put it into the second equation because its easier

y = 2(2)

y = 4

(2, 4)

The  table which represents a linear function is:

Last table.

        x         y

        1         -5

        2         0

        3         5

        4         10

We know that a function is linear if the rate of change is constant.

i.e. the ratio of difference in y value to the corresponding difference in x value is constant.

i.e. for two values (x,y) and (x',y') the rate of change is given by:

[tex]\text{Rate\ of\ change}=\dfrac{y-y'}{x-x'}[/tex]

In each of the tables we observe that the difference in x-value is constant i.e. 1.

since, 2-1=1

3-2=1

and 4-3=1

Now, the function will be linear for which the difference in the y-value is constant.

a)

        x       y

        1       5

        2       9

        3       5

        4       9      

The difference in the y-value is as follows:

9-5=4

5-9= -4

9-5= 4

Since, the difference is not constant.

Hence, the function is not linear.

b)

        x       y

        1       -5

        2       10

        3       -15

        4        20

 The difference in the y-value is as follows:

10-(-5)=15

-15-10= -25  

20-(-15)=35

Hence, the function is not linear ; since the difference in the y-value is not constant.

c)

        x         y

        1         5

        2        10

        3        20

        4        40

 The difference in the y-value is as follows:

10-5=5

20-10=10

40-20=20

Since, the difference in the y-value is not constant.

Hence, the function is not linear.

d)

        x         y

        1         -5

        2         0

        3         5

        4         10

 The difference in the y-value is as follows:

0-(-5)=5

5-0=5

10-5=5

Since, the difference in the y-value is constant.

Hence, the function is linear.

so first off, let's simplify both equations, starting off by multiplying both sides by the LCD of all fractions, to do away with the denominators.

[tex]\bf \cfrac{10(x-y)-4(1-x)}{3}=y\implies \stackrel{\textit{multiplying both sides by }\stackrel{LCD}{3}}{10(x-y)-4(1-x)=3y} \\\\\\ 10x-10y-4+4x=3y\implies \boxed{14x-13y=4} \\\\[-0.35em] ~\dotfill\\\\ 7+x-\cfrac{x-3y}{4}=2x-\cfrac{y+5}{3}\implies \stackrel{\textit{multiplying both sides by }\stackrel{LCD}{12}}{12\left( 7+x-\cfrac{x-3y}{4} \right)=12\left( 2x-\cfrac{y+5}{3} \right)} \\\\\\ 84+12x-3(x-3y)=24x-4(y+5) \\\\\\ 84+12x-3x+9y=24x-4y-20\implies \boxed{-15x+13y=-124}[/tex]

now, let's do some elimination on those two simplified equations.

[tex]\bf \begin{array}{cllcl} 14x&-13y&=&4\\ -15x&+13y&=&-124\\\cline{1-4} -x&&=&-120 \end{array}~\hfill x=\cfrac{-120}{-1}\implies \blacktriangleright x=120 \blacktriangleleft \\\\\\ \stackrel{\textit{substituting on the 1st equation}}{14(120)-13y=4}\implies 1680-13y=4\implies 1680-4=13y \\\\\\ 1676=13y\implies \blacktriangleright \cfrac{1676}{13}=y \blacktriangleleft \\\\[-0.35em] \rule{34em}{0.25pt}\\\\ ~\hfill \left( 120~,~\frac{1676}{13} \right)~\hfill[/tex]

Answer:

8,3, and 10 or 6,4, 10, or 12, 2, and 10

Step-by-step explanation:

You just multiply each of the 3 numbers to equal 240

There are plenty of triples of numbers (x,y,x) that satisfy x*y*z = 240. Some integer candidates include (1,1,240), (1,2,120), (2,5,24), (3,5,16), (4,6,10) and many more. If you don’t restrict your attention to integers, there are even more candidates.

Hope This Helps!!!

-Austint1414

Answer:

21 h^10

Step-by-step explanation:

(7h^3)(3h^7)

Lets multiply

7*3  h^3 h^7

When the bases are the same , we add the exponents (x^a * x^b) = x ^ (a+b)

21 h^(3+7)

21 h^10

[tex]Use\ a^n\cdot a^m=a^{n+m}\\\\(7h^3)(3h^7)=(7)(h^3)(3)(h^7)=(7)(3)(h^3)(h^7)=21h^{3+7}=\boxed{21h^{10}}[/tex]

[tex]\left\{\begin{array}{ccc}2y+x=-17\\5x-4y=-15\end{array}\right\\\\\left\{\begin{array}{ccc}x+2y=-17&\text{multiply both sides by 2}\\5x-4y=-15\end{array}\right\\\\\underline{+\left\{\begin{array}{ccc}2x+4y=-34\\5x-4y=-15\end{array}\right}\qquad\text{add both sides of the equations}\\.\qquad7x=-49\qquad\text{divide both sides by 7}\\.\qquad\boxed{x=-7}\\\\\text{Put the value of x to the first equation:}\\\\2y+(-7)=-17\\2y-7=-17\qquad\text{add 7 to both sides}\\2y=-10\qquad\text{divide both sides by 2}\\\boxed{y=-5}\\\\Answer:\ \boxed{x=-7\ and\ y=-5\to(-7,\ -5)}[/tex]

Answer: that would be 76% hope that helps

Step-by-step explanation:

The price of the 60-inch television decreased by 24%. This was determined by subtracting the sale price from the original price, dividing by the original price, and multiplying by 100.

To calculate the percent decrease in the price of the television, we need to find the difference in the original price and the sale price, then divide that by the original price, and multiply by 100 to get the percentage.

Original Price: $1050

Sale Price: $798

So, the difference is $1050 - $798 = $252

The percent decrease is ($252 / $1050) * 100 = 24%. So, the price of the 60-inch television decreased by 24%.

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Answer:

13 Boxes with $41 left over

Step-by-step explanation:

600/43 = 13.6

43 x 13 = 559

600 - 559 = 41

Approximately 95% of data falls within 2 standard deviations (±2) of the mean is true of normally distributed data. Thus option C is correct.

Data are presented in the following figure and skew-free in a standard deviation. As one moves away from the center, the values start to taper off and the majority of values are concentrated in this area. In a standard deviation, the measurements of central tendency  are identical.

Just around 95% of the information in a normal distribution should be within three standard deviations from the mean. This is in accordance with The rule that states that One standards standard of the norm contains about 68% of the observations is presented.

Therefore, option C is the correct option.

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Answer:120

Step-by-step explanation:

20 multiplied by 6 is 120 since 2 times 6 is 12 and add a zero.

The cabinetmaker will need a total of 120 screws to install all 20 cabinet doors.

To find out how many screws will be needed to install 20 cabinet doors, with 6 screws needed for each door, you can use the following calculation:

Number of screws per door x Number of doors = Total number of screws needed

6 screws/door x 20 doors = 120 screws

Answer:

9x^2

Step-by-step explanation:

Each of the coefficients can be divided by nine. You can factor each of them to show what the results would be.

The bolded part is what is common to each of them.

The highest common factor in all three that's a variable is x^2. You cannot take any more than that out of the three terms.

So the answer would be

9x^2

The HCF that can be taken out of the polynomial and the left over of the polynomial is

9x^2 ( 2x^2 - 3x - 4) This is not your answer but it helps you see what the answer means.

Answer:

51.5 gallons.

Step-by-step explanation:

Given that amount of gallons of paint used by Alisa [tex]=\frac{3}{4}[/tex]

Given that amount of gallons of paint used by Better [tex]=50+\frac{3}{4}[/tex]

Now we need to find about how many gallons of paint do they use together. To find that we just need to amount of gallons used by both.

[tex]\frac{3}{4}+50+\frac{3}{4}[/tex]

[tex]=\frac{3}{4}+\frac{3}{4}+50[/tex]

[tex]=\frac{6}{4}+50[/tex]

[tex]=1.5+50[/tex]

[tex]=51.5[/tex]

Hence final answer is 51.5 gallons.

[tex]\frac{\frac{x}{4}+\frac{1}{8}}{\frac{x^2}{4}}=\frac{\frac{2x}{8}+\frac{1}{8}}{\frac{x^2}{4}}=\frac{\frac{2x+1}{8}}{\frac{x^2}{4}}=\frac{2x+1}{8}:\frac{x^2}{4}=\frac{2x+1}{8}\cdot\frac{4}{x^2}=\frac{2x+1}{2x^2}[/tex]

To prove two triangles congruent, postulates like SSS, SAS, ASA, or the HL Theorem are typically used. The Pythagorean theorem finds the lengths of sides of a right triangle, but does not alone prove congruency without additional information.

Without seeing the specific details of the triangles in question, we cannot definitively say which theorem or postulate would be used to prove them congruent. However, common tools used in proving the congruence of triangles are Side-Side-Side (SSS), Side-Angle-Side (SAS), and Angle-Side-Angle (ASA) postulates, as well as the Hypotenuse-Leg (HL) Theorem which specifically applies to right triangles. From the details given in the question, the Pythagorean theorem is mentioned. The Pythagorean theorem is used to find the sizes of the sides of a right triangle but it does not prove congruence between two triangles. To use it as a part of congruence proof, one usually needs additional information like other sides' measurements or angles' measurements.

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Answer:

13 units

Step-by-step explanation:

Given points (10,–7)  and (5,5)

To find distance between points we apply distance formula

[tex]D = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

(x1,y1) is (10,–7)   and (x2,y2) is (5,5)

Plug in the values in the formula

[tex]D = \sqrt{(5-(-7))^2+(5-10)^2}[/tex]

[tex]D = \sqrt{(12)^2+(-5)^2}[/tex]

[tex]D = \sqrt{(144+25)}[/tex]

[tex]D = \sqrt{169}[/tex]

D= 13

Answer:23.4% Is the percentage that resulted in tails.

Answer:

23.4%

Step-by-step explanation:

The more painstaking way would be to divide the spinner up into 100 pieces, and shade in 5 of those pieces. Since 5/100 = 0.05 = 5% this means that landing on any of the 5 pieces has a 5% chance of happening.

A better way to do this is to use 20 slices instead. This works because 5/100 reduces to 1/20 (divide top and bottom by 5). Instead of shading in 5 slices, Mark should shade in 1. If you use a calculator, you should see that 1/20 = 0.05 = 5% as well.

The second option is more practical but even then a spinner with 20 sections is still a lot. I think it might be better for Mark to pull random numbers out of a hat, or let the computer generate random numbers.

Mark should divide the spinner in 20 equal sized sections.

Probability is a measure of the likelihood of an event to occur. Many events cannot be predicted with total certainty.

We can predict only the chance of an event to occur i.e., how likely they are going to happen, using it.

The more painstaking way would be to divide the spinner up into 100 pieces, and shade in 5 of those pieces.

Since 5/100 = 0.05 = 5% this means that landing on any of the 5 pieces has a 5% chance of happening.

A better way to do this is to use 20 slices instead.

This works because 5/100 reduces to 1/20 (divide top and bottom by 5). Instead of shading in 5 slices, Mark should shade in 1.

If you use a calculator, you should see that 1/20 = 0.05 = 5% as well.

The second option is more practical but even then, a spinner with 20 sections is still a lot.

It is better for Mark to pull random numbers out of a hat, or let the computer generate random numbers.

Hence he should divide the spinner in 20 equal sized sections.

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Answer:

-13 -i

Step-by-step explanation:

The first step is to find the sum

5-9i and -4+7i

Add the real parts and then the imaginary parts

5+-4 = 1

-9i + 7i = -2i

5-9i + -4+7i = 1 -2i

Now we subtract 14 -3i

1 -2i - (14 -3i)

Subtract the real parts and then the imaginary parts

1-14 = -13

-2i - -3i = -2i+3i = i

1 -2i - (14 -3i) = -13 -i

The absolute value of 8/9 is 8/9 or |8/9| = 8/9 after using the concept of the absolute value function.

A number is a mathematical entity that can be used to count, measure, or name things. For example, 1, 2, 56, etc. are the numbers.

It is given that:

The number is 8/9.

As we know, if x is any real number then the absolute value of the x can be written as:

|x| = x; x > 0

|x| = -x; x < 0

We have; x = 8/9

|8/9|

and 8/9 > 0

|8/9| = 8/9

Thus, the absolute value of 8/9 is 8/9 or |8/9| = 8/9 after using the concept of the absolute value function.

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[tex]\left\{\begin{array}{ccc}6x+2y+1=13+10y-x\\5x=y+26-2x\end{array}\right\\\\\left\{\begin{array}{ccc}6x+x+2y-10y=13-1\\5x+2x-26=y\end{array}\right\\\left\{\begin{array}{ccc}7x-8y=12&(**)\\y=7x-26&(*)\end{array}\right\\\\\text{substitute}\ (*)\ \text{to}\ (**)\\\\7x-8(7x-26)=12\\7x-(8)(7x)-(8)(-26)=12\\7x-56x+208=12\\-49x=12-208\\-49x=-196\qquad\text{divide both sides by (-49)}\\\boxed{x=4}\\\\\text{put the value of x to}\ (*)\\\\y=7(4)-26\\y=28-26\\\boxed{y=2}\\\\\boxed{x=4\ and\ y=2}[/tex]

[tex]\text{Put the values of x and y to the expression}\ 2x(-3+y):\\\\2(4)(-3+2)=8(-1)=-8\\\\Answer:\ \boxed{\text{The valuie of the expression is -8}}[/tex]

Everything looks good, but I would write LJ = LJ (or JL = JL) for line e just so it's clear you're talking about the same line segment.

Though to be fair, JL is the same as LJ so it really doesn't matter. I guess it will depend on how picky your teacher is.

Also, I almost forgot, but line c should have angle markers so that your teacher knows you are talking about two angles.