Answers
What happened to the x-coordinate of B? It changed from -5 to 6, an INCREASE of 11. So point B moved 11 units to the RIGHT.
What happened to the y-coordinate of B? It changed from -2 to -5, a DECREASE of 3. So point B moved 3 units DOWN.
Related Questions
Over 25.5 days, a pond's water level changed by an average of −0.32 centimeter each day. What was the total change in the water level?
Answers
Answer:
-8.16
Step-by-step explanation:
i did the test and that other person that said 8.16 forgot the negitive sign
Charlie spends 3/4 hour exercising every morning. He spends 1/6 hour weight training and the rest of the time running on the treadmill. What fraction of a hour does Charlie spend.
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A triangle has a height of x meters and a base of 14 meters. Write and solve an inequality for the values of x that give an area of at most 112 m
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x<=112m^2/7m=112m/7 =16m
so x<=16m
Answer:
The values of x must be 16 meters or less to satisfy the inequality. (x ≤ 16 m)
Step-by-step explanation:
The area of a triangle is given by the formula:
A=[tex]\frac{bh}{2}[/tex]
Where 'b' is the base of the triangle (in this case is equals to 14 meters)
'h' is the height of the triangle (in this case is x)
As the area of the triangle must be less or equal to 112 m², the inequality is given by:
112m²≥[tex]\frac{(14m)x}{2}[/tex]
[tex]\frac{112m^{2}*2 }{14m}[/tex]≥x
16m ≥ x
Solve for x, Show your work: 1/2 (16 - x) = -12 (x + 7)
Answers
1) 1/2 x 2/1 which equals to zero and you do the same to the other side.
2) -12 x 2/1 = -24x then multiply-24x with 7 which equals -168.
16-x= -24x -168
3) subtract 16 to the other side and subtract 24x with x
23x= -184
4) divide by 23 to isolate x and you get -8
5) x=-8
3:7ratio of blue and red chairs if there are 91 red chairs how many blue are there?
Answers
You can find this by setting up a proportional equation:
3/7 = x/91
Solve for x by cross-multiplying:
7x = 91*3
7x = 273
7x /7 = 273 /7
x = 39
So, there are 39 blue chairs if there are 91 red chairs.
Can someone plz help me.
Answers
there were twice as many carnation as roses in a flower shop. After selling 50 carnations and 10 roses, there were 3 times as many roses as carnations left in the shop. how mny roses were in the shop?
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7=14x-42y solve equation for y
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How do you do: x/6 - x/7 = 1
Please explain!
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x/6 - x/7 = 1
6*7 =42
x = 42
42/6 = 7
42/7 = 6
7-6 =1
Solve 11 and 13 pleaseeeee
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Find the square (2x-6)^2
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4x^2 - 12x - 12x + 36
4x^2 - 24x + 36
hope this helps . give brainliest
thanks
Answer:
4x^2 - 24x + 36
Step-by-step explanation:
The length of a rectangle is 2 units shorter than one-fifth of the width, x.
Which expression represents the perimeter of the rectangle?
2/5x−8
12/5x−4
2/5x−4
12/5x−2
Answers
Perimeter = 2(x + y)
P = 2(x + 1/5x - 2)
P = 12/5x - 4
I just took the test and the answer is B. 12/5x - 4
In case anyone else has the same question
11-1\2y=3+6x Solve for y
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11−12y=3+6x
Step 1: Add -11 to both sides.
−1/2y+11+−11=6x+3+−11
−12y=6x−8
Step 2: Divide both sides by (-1)/2.
−1/2y−1/2=6x−8/-1/2
y=−12x+16
what is 78/100 as a fraction
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explain the difference in meaning between |-3| and -3
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the absolute value of a number is just how many spaces that number is from 0. So it is not negative because distance is not measured in negative values.. The absolute value of a number is positive. So |-3| = 3.
-3 just equals -3.
so the difference, I guess, is that -3 is negative but the absolute value of -3 is positive
The number is positive when measured in absolute value. So |-3| = 3. since distance cannot be calculated in negative quantities.
What is the number?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:
Two numbers are given:
|-3| and -3
As we know, the mod function has positive range.
Let f(x) = |x|
The range of the function is [0, ∞)
The value of |-3| will be 3 after removing the mod which is also called the absolute value of the mod function.
A number's distance from zero, or its absolute value, is expressed as the number of spaces.
Since distance cannot be calculated in negative quantities, it cannot be negative. A number is positive when measured in absolute value. So |-3| = 3.
Thus, the number is positive when measured in absolute value. So |-3| = 3. since distance cannot be calculated in negative quantities.
Learn more about the number here:
brainly.com/question/17429689
#SPJ2
Dr. Wong can see 9 patients in 2 hours. At this rate, how long would it take her to see 72 patients?
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in case you need to show work:
72/9=8 72 divided by 9 equals 8
2x8=16hrs you multiply the 8 nd the 2 hours and you get 16.
How do you write 0.917 in word form.
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The word form of number 0.917 is,
⇒ 0.917 = Nine hundred seventeen thousandths
What is an expression?Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.
Given that;
The number is,
⇒ 0.917
Now, We can write the number in word form as,
Here, The number is,
⇒ 0.917
Thus, We get;
⇒ 0.917
⇒ Nine hundred seventeen thousandths
Learn more about the mathematical expression visit:
brainly.com/question/1859113
#SPJ2
My GCSE question for my friend
Plz help him and me
Answers
____________________________________
Explanation:
____________________________________
For ham:
____________________________________
[tex] \frac{20}{60} = \frac{2}{6} [/tex] = (2÷2)/(6÷2) = [tex] \frac{1}{3} [/tex] ,
{Note: Sample of "60" ; Refer to "20" for "ham" on the table.}.
______________________________________________
[tex] \frac{1}{3} *1200[/tex] = 400 .
{Note: "1200 students" at the school; as given in the problem.}.
________________________________________________________
The answer is: "400 pizzas".
_______________________________________________________
The assumption is that each student is gets to eat ONE WHOLE PIZZA for one's self ; or at least GAIN — or OBTAIN — ONE WHOLE PIZZA for oneself—each. If EACH STUDENT is going to "eat less", or "obtain" less"; or "be allotted"—LESS THAN ONE WHOLE PIZZA EACH; the answer: "400 pizzas" would decrease.
_______________________________________________________
{Note that there are no such specifications given in the problem; as such, I mentioned "one whole pizza each"; or "be allotted one whole pizza each" (that one could, for instance, take home the rest for ONESELF).}.
________________________________________________________
Math help please!
1. The data set below shows the weight (in pounds) of 5 different pumpkins. What is the mean of the following set of data? 7,5,9,5,12
2. Mariah took 4 quizzes in her class during the past month. Her scores were 92, 94, 100, and 83. What was her mean quiz score?
92.25
93.5
93.75
94.75
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2. The answer is 92.25
Which fraction is equivalent to negative 2 over 3?
a.) 2 over negative 3
b.) negative 3 over 2
c.) negative 2 over negative 3
d.) 2 over 3
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Answer: the awnser is c
Can someone help me to solve this questions?
Answers
How many times heavier is a 16 1/2 pound rockthen a 10 1/2 pound rock
Answers
Answer: [tex]16\dfrac{1}{2}[/tex] pound rock is 1.571 times heavier than [tex]10\dfrac{1}{2}[/tex] pounds rock.
Step-by-step explanation:
Since we have given that
Quantity of rock = [tex]16\dfrac{1}{2}\ pounds=\dfrac{33}{2}\ pounds[/tex]
Quantity of another rock = [tex]10\dfrac{1}{2}=\dfrac{21}{2}\ pounds[/tex]
We need to find the number of times heavier is 16 1/2 pound rockthen a 10 1/2 pound rock.
so, number of times is given by
[tex]\dfrac{33}{2}\div \dfrac{21}{2}\\\\=\dfrac{33}{2}\times \dfrac{2}{21}\\\\=\dfrac{33}{21}\\\\=1.571[/tex]
Hence, [tex]16\dfrac{1}{2}[/tex] pound rock is 1.571 times heavier than [tex]10\dfrac{1}{2}[/tex] pounds rock.
Amanda's age is one-half of Sally's. Which variable expression represents Amanda's age? 2s 1 2 +s s + 2 s 2
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Amanda's age, being one-half of Sally's, is represented by [tex]$\frac{s}{2}$[/tex], where s represents Sally's age.
Amanda's age is stated to be one-half of Sally's age. In algebraic terms, if we let s represent Sally's age, then Amanda's age can be expressed as half of Sally's age, which is [tex]$\frac{s}{2}$[/tex]. So, the expression [tex]$\frac{s}{2}$[/tex] accurately represents Amanda's age in terms of Sally's age.
Complete Question:
Amanda's age is one-half of Sally's.
Which variable expression represents Amanda's age?
A.[tex]$\frac{s}{2}$[/tex]
B.[tex]$\frac{1}{2}+s$[/tex]
C.2s
D.s+2
Translate into an algebraic expression:
The difference of the product of 5 and y and their sum.
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(5y) - (5+y)
Hope this helps!
Which number rounds down when rounded to the nearest tenth?
A. 59.88
B. 74.27
C. 98.94
D. 100.06
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If the number is below 5 you round down. If the number is 5 or more you round up. So, the number 98.94 would round down because we are to round down to the tenths and the number 4 is next to 9 so we round down.
Transformation enlargement
How to find the scale factor tho ?
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The area of a pentagon equation is messy, and we need to solve for the side given the area, which would be sqrt((4*area)/((5(5+2sqrt(5)))^(1/2)) or sqrt((4*8)/((5(5+2sqrt(5)))^(1/2)) . We get this from the pentagon equation, multiplying both sides by 4 dividing (5(5+2sqrt(5)))^(1/2)) from both sides, then square rooting that to get the side length
Plugging it in, we get 2 and some more, and we multiply that by 2 to get the bigger side length. Plugging that into the area equation, we get a=32 and 32-8=24
How can you write 3 million using exponents
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That's how you could right it that way
The sum of two numbers is 125 and their difference is 47 . What are the two numbers
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x - y = 47
---------------add
2x = 172
x = 172/2
x = 86
x + y = 125
86 + y = 125
y = 125 - 86
y = 39
ur 2 numbers are 39 and 86
I will give BRAINLIEST to whoever is correct.
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how can you use Place value when using partial quotients?
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The “partial quotients” strategy uses place value and lets students to form on multiplication facts with friendly numbers. Look at the problem 496 ÷ 4. There are three instances of a student’s method to answering 496 ÷ 4. We could say that example C is more effectual than the other two but it is vital to point out how the student is thinking on comprehending. The students can multiply 4 x 20 over and over again or use higher multiples of ten proficiently; they all touch the same solution. The “partial quotient” way will work with any division problem.
(see attachment below)