I need help with my homework

Part A: The slope of line p is 4, so when multiplied by the dilation factor of 2, the slope of line q is 8.

Part B: The y-intercept of line p is (0, 4). When multiplied by the dilation factor of 2, the y-intercept of line q is (0, 8).

A slope is a measure of how steep a line is when plotted on a graph. It is calculated by finding the ratio of the "rise" (vertical change) over the "run" (horizontal change). Slopes can be positive, negative, zero, or undefined. A positive slope is one where the line rises from left to right and a negative slope is one where the line falls from left to right.

Part A: The slope of line q can be determined by calculating the slope of line p and multiplying it by the dilation factor. The slope of line p is 4, so when multiplied by the dilation factor of 2, the slope of line q is 8.

Part B: The y-intercept of line q can be determined by calculating the y-intercept of line p and adjusting it for the dilation factor. The y-intercept of line p is (0, 4). When multiplied by the dilation factor of 2, the y-intercept of line q is (0, 8).

Line segment P'Q is created by the two points (8, 5) and (12, 8). Using the distance formula, the length of line segment P'Q can be determined. The formula for the distance between two points is (x2-x1)² + (y2-y1)². Substituting the coordinates for points P and Q into the formula, the length of line segment P'Q is calculated as (12-8)² + (8-5)²= 9. Therefore, the length of line segment P'Q is 9 units.

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Answer: what shape?

Step-by-step explanation:

More info please

Answer:

27 cups of oats

Step-by-step explanation:

23
+ 4=27

The new cοοrdinates οf the image οf the pοlygοn are: E'(0, 1), F(4, 0),     G(3, -2) & H(0, 0).

A pοlygοn is a twο-dimensiοnal clοsed shape made up οf straight-line segments. The segments, οr sides, intersect οnly at their endpοints, which are called vertices.

Tο graph pοlygοn EFGH, we first plοt the given cοοrdinates:

E(-1, 3)

F(1, 4)

G(3, 3)

H(0, 0)

Tο find the image οf the pοlygοn after a clοckwise rοtatiοn οf 90 degrees abοut vertex H, we can use the fοllοwing transfοrmatiοn matrix:

| cοs(-90)  -sin(-90)  0 |   | x - 0 |   |  y  |

| sin(-90)   cοs(-90)  0 | * | y - 0 | = | -x  |

|    0         0       1 |   |   1   |   |  1  |

Simplifying this matrix, we get:

|  0  -1  0 |

|  1   0  0 |

|  0   0  1 |

Tο apply this transfοrmatiοn tο each pοint οf the pοlygοn, we can multiply the matrix by the cοlumn vectοr (x, y, 1) fοr each pοint.

Therefοre, the new cοοrdinates οf the image οf the pοlygοn are:

E'(0, 1)

F(4, 0)

G(3, -2)

H(0, 0)

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The value of x such that x - 4 and 2x + 1 are angles on a line is 61

x - 4 and 2x + 1 are angles on a line.

Using the theorem of sum of angles on a line that states that:

When two angles are on a line, they add up to 180 degrees.

So we have:

x - 4 + 2x + 1 = 180

Simplifying and solving for x:

3x - 3 = 180

So, we have

3x = 183

Divide both sides by 3

x = 61

Therefore, x = 61 is the value that makes x - 4 and 2x + 1 angles on a line.

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The probability that a randomly selected student's age is more than 18 years old but no more than 21 years old is 0.57.

What is a continuous random variable's probability?

Continuous random variables are defined as having an infinite number of possible values. A continuous random variable hence has no probability of having an accurate value.

a) In order to create a probability distribution, all potential values of the random variable must be listed along with the related probabilities. We may get the relative frequency (or probability) for each value of the random variable from the above frequency distribution:

Age Frequency Probability

16         3              0.03

17         5              0.05

18        10              0.10

19        15              0.15

20       20             0.20

21        22             0.22

22       17               0.17

Total   92              1.00

b) We can use a histogram to see the probability distribution. The likelihood is represented by the vertical axis, while the age is represented by the horizontal axis. The height of each bar in the histogram should represent the likelihood for that age, with bars for each age value.

With a peak at age 20, the distribution's shape looks to be roughly symmetrical.

c) To get the likelihood that a student chosen at random is under 20 years old, we must add the probabilities for the ages 16, 17, 18, and 19:

P(age < 20) = P(age = 16) + P(age = 17) + P(age = 18) + P(age = 19)

= 0.03+0.05+0.10+0.15

= 0.33

Consequently, there is a 0.33 percent chance that a randomly chosen student is under 20 years old.

d) To determine the likelihood that a randomly chosen student is older than 18 but not older than 21, we must add the probabilities for the ages 19, 20, and 21:

P(18 < age ≤ 21) = P(age = 19) + P(age = 20) + P(age = 21)

= 0.15 + 0.20 + 0.22

= 0.57

As a result, there is a 0.57 percent chance that a randomly chosen student will be older than 18 but not older than 21.

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The statements that are correct are:

m∠ACB = 44° (Option B)

m∡AC = 156° (Option C)

A) m∠ACB = 44° is correct because the Circle Theorem indicates that the angle at the center is twice or double the one at the circumference.

Since, the one at the center is already 88°, thus, the one at the angle at the circumference = 88°/2 = 44°

Hence, m∠ACB = 44° (Option B) is correct.


B) m∡AC = 156° (Option C)

To get this, we need to state,

360° - 116° - 88° = 156° (Option C)

C) m∡ BAC should be determined using Alternate Segment Theorem.

According to this theorem which states that the angle that lies between a tangent c and a chord is equal to the angle subtended by the same chord in the alternate segment,

∠BAC is supposed to be equal to ∠GAC - ∠GAB

That is:

∠BAC = 90° - 44°
∠BAC = 46°

However, this is questionable because, we have proven that ∠BAO = (180-88)/2 = 46° (Isoceles Δ BOA created by shared Radii)

Thus,

∠BAC = 46°  cannot be equal to ∠BAO.

Thus, the only right answers are:

Option B and

Option C.

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Full Question:

Although part of your question is missing, you might be referring to this full question: See the attached image.

Answer:

Step-by-step explanation:it will be 44/1 = 44

Since 4 2/5 x 10

We will use 10 as 10/1

and 4 2/5 as 22/5 so

22/5 x 10/1 we cross out the 5 and 10 since there a factor of each other

then it will be 22/1 x 2/1 it will be much easier

Then 22 x 2 = 44

1x1 = 1

=44/1 = 44

One artist not working scenario helps determine domain and range. It shows the max hours one needs to work when the other is not working. C' represents Claude's work hours, and P represents Philipe's work hours on the vertical axis.

The scenario where one of the artists is not working is helpful in finding the domain and range of their work hours. This scenario shows the maximum number of hours one artist would need to work when the other artist is not working. For instance, if Philipe is not working, Claude would have to work for 15 hours (60 caricatures ÷ 4 caricatures per hour) to meet their goal. Similarly, if Claude is not working, Philipe would have to work for 20 hours (60 caricatures ÷ 3 caricatures per hour) to meet their goal. On the horizontal axis, we can represent the hours that Claude works (C'), and on the vertical axis, we can represent the hours that Philipe works (P).

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The probability that the subject has the disease given that the test result is negative is 0.028.

Bayes theοrem is defined as where A and B are events, P(A|B) is the cοnditiοnal prοbability that event A οccurs given that event B has already οccurred (P(B|A) has the same meaning but with the rοles οf A and B

We want tο find P(A|B), the prοbability that the subject has the disease given a negative test result.

Bayes' theοrem states that:

P(A|B) = P(B|A) * P(A) / P(B)

where P(B|A) is the probability of a negative test result given that the subject has the disease, P(A) is the prior probability of the subject having the disease, and P(B) is the probability of a negative test result.

From the table, we can calculate:

P(B|A) = 9/96 = 0.09375

P(A) = (87+9)/(87+9+27+312) = 0.235

P(B) = (27+312)/(87+9+27+312) = 0.883

Plugging these values into Bayes' theorem, we get:

P(A|B) = 0.09375 * 0.235 / 0.883 ≈ 0.025

Therefore, the probability that the subject has the disease given a negative test result is approximately 0.025, which is closest to 0.028. So, the answer is 0.028.

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Answer:10.9

Step-by-step explanation:

using soh cah toa:

[tex]Sin40=\frac{b}{17}[/tex]

[tex]B=sin40 .17[/tex]

B=10.9

This is a contradiction, so our original assumption that g(x) = f(x) must be false. Therefore, the solution is not true algebraically.

What are functions ?

In mathematics, a function is a rule that maps each element in a set (the domain) to a unique element in another set (the range). It is a relation between a set of inputs and a set of possible outputs with the property that each input is related to exactly one output. Functions are commonly represented using function notation, where the symbol "f" is used to represent the function, and the input value is placed inside parentheses. For example, if the function takes the input "x" and returns the output "y"

According to the question:
To prove algebraically that g(x) = f(x), we need to show that the expressions for g(x) and f(x) are equivalent for all values of x. That is, we need to show that:

2x²+3x-1 = x²-3

We can start by simplifying both sides of the equation:

2x²+3x-1 - (x²-3) = 0

Simplifying the left side, we get:

2x²+3x-1 - x²+3 = x²+3x+2

Now we can simplify the right side:

x²+3x+2 = (x+1)(x+2)

Substituting this expression back into the equation, we get:

2x²+3x-1 - x²+3 = (x+1)(x+2)

Simplifying the left side again, we get:

x²+3x-4 = (x+1)(x-4)

Now we have:

(x+1)(x-4) = (x+1)(x+2)

We can cancel out the factor of (x+1) from both sides, since it is not equal to zero for any value of x:

x-4 = x+2

Subtracting x from both sides, we get:

-4 = 2

This is a contradiction, so our original assumption that g(x) = f(x) must be false. Therefore, the solution is not true algebraically.

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The term “inverse” in mathematics generally refers to an operation that undoes or reverses another operation. However, the phrase "inverse of maths tools" doesn't really make sense because “maths tools” is not a specific mathematical operation.

Mathematical tools can refer to various instruments or techniques used in mathematics, such as calculators, rulers, compasses, graph paper, software, etc. Each of these tools has its own purpose and may or may not have an inverse operation or tool associated with it.

For example, the inverse of addition is subtraction, the inverse of multiplication is division, and the inverse of differentiation is integration. However, it's not clear what the inverse of a “maths tool” would be.

Therefore,  a) The inverse of “Add 25” would be “Subtract 25.”What is the  b) The inverse of “Divide -18” would be “Multiply -18.” c) The inverse of “Subtract 3” would be “Add 3.” d) The inverse of “Multiply 14” would be “Divide 14.”

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The skater's total score would be 58 points (7.25 x 8 = 58).

Just dividing the total number of values in a data set by the sum of all of the values yields it. A frequency table of data or raw data can both be used for the calculation.

The following equation can be used to determine each skater's overall score, s, assuming that they each receive evaluations from eight judges and have a mean score of 7.25 points:

s = 7.25 x 8

The total score is determined by multiplying the average score by the quantity of judges in this equation. In this instance, the skater would have earned 58 points overall (7.25 x 8 = 58).

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In a skating competition each skater receives scores from eight judges a skater has a mean (average) of 7.25 points. Write an equation to find the skaters total score?

a. 7.25 × 8

b. 7.25⁸

c. 7.25 - 8

d. 7.25/8

When D (k, o) (3,5) = (7.41, 12.35), then the scale factor k is 2.47. The solution has been obtained by using arithmetic operations.

What are arithmetic operations?

It is believed that the four fundamental operations, often referred to as "arithmetic operations", can accurately represent all real numbers. Division, multiplication, addition, and subtraction are followed by the mathematical operations quotient, product, sum, and difference.

We are given that D is (k, o) (3,5) = (7.41, 12.35).

This can be represented as

⇒ (3k,5o) = (7.41, 12.35)

So,

⇒ 3k = 7.41

⇒ k = 2.47      (Using the division operation)

Hence, when D (k, o) (3,5) = (7.41, 12.35), then the scale factor k is 2.47.

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Answer:

208xi+53.26=261.26

Step-by-step explanation:

Please mark brainiest please I am correct

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The journal could use a one-tailed hypothesis test with a significance level (α) of 0.05 to determine whether there is a significant difference between the proportion of women and men.

In statistics, the p-value is a measure of the evidence against the null hypothesis. It is the probability of observing a test statistic as extreme as, or more extreme than, the one calculated from the sample data, assuming that the null hypothesis is true. In other words, the p-value is the probability of obtaining the observed results, or more extreme results, if the null hypothesis were true.

Given by the question.

To test the claim that women perceive the gender equality problem to be much more compared to men, the journal could test the following hypothesis:

Hypothesis: The proportion of women who perceive gender equality to be a major problem in the workplace (W) is significantly greater than the proportion of men who perceive gender equality to be a major problem in the workplace (M).

H0: W = M (there is no significant difference in perception of gender equality between men and women)

Ha: W > M (women perceive gender equality to be a major problem more than men do)

who perceive gender equality to be a major problem in the workplace. They could calculate the p-value and compare it to α. If the p-value is less than α, they would reject the null hypothesis and conclude that the proportion of women who perceive gender equality to be a major problem in the workplace is significantly greater than the proportion of men who perceive it to be a major problem.

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The matching word are as follows:- center of dilation - C,corresponding angles - D,dilation - E,scale factor (of a dilation) - A,similar polygons - B respectively.

Corresponding angles are a pair of angles that have the same relative position at the intersection of two lines when one line is crossed by a transversal.

They are located in corresponding (matching) positions in congruent or similar figures, and are congruent if the figures are similar.

center of dilation: C.The fixed point that is parallel to each point on the pre-image and the corresponding point on the picture during a dilatation

corresponding angles: D.a pair of angles in two congruent or similar figures that are in the same relative position

dilation: E. The transformation in which each point on the image lies on the same line as the corresponding point on pre-image and a fixed point called the center of dilation.

scale factor (of a dilation): in a dilation, the constant  rate between the distance from the center of dilation and a point on the image and the distance from the center of dilation and the  matching point on thepre-image

similar polygons: B.two or  further polygons in which corresponding angles are  harmonious and the lengths of corresponding sides are in proportion.

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Step-by-step explanation:

Area of the trapezoid = height x average of bases

                 area = 4 x (8+13)/2) = 42 in^2

Area of triangle  = 1/2 base * height   = 1/2 (13-8) * 4 = 10 in^2

469

do 16.75 x 28 which will equal to 469

Answer:

Step-by-step explanation: 12 / 3 = 4, so php100 x 4 = Php400

Option A is correct. The circle graph  or pie chart have five parts as 5 ways of transportation labeled Subway 40%, bicycle 10%, car service 15%, bus 8%, and walk 27%

Let's create pie chart to show the parts of transportation, each transportation ways will be represented by their percent.

Total number of visitors from various transportation = 80 + 20 + 30 + 54 + 16 = 200

Percentage of ways of transportation for each type:

Subway: %

Bicycle: %

Car Service: %

Bus: %

Walk: %

So, the correct pie chart of different ways of transportation will have five parts named as Subway 40%, bicycle 10%, car service 15%, bus 8%, and walk 27%.

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The required of 0.014 and 100,000  product is 1400.

The object being sold is referred to as a product. A service or an object both qualify as products. It could take on a physical, virtual, or cyber shape. Every product has an expense associated with it, and each one has a price. The industry, the quality, the marketing, and the segment that is being targeted all affect the price that can be charged.

We have to numbers

0.014 and 100000

Then;

0.014( 100000)

= 1400

Thus, required product is 1400.

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Step-by-step explanation:

There are 52 cards and  13 are hearts

   first card heart is then 13 /52 = 1/4 chance

      now there is only 51 cards and 13 are clubs

          second card club is then 13 / 51 chance

13/52   * 13/ 51 = 169 / 2652    = 13/204 = .0637  chance of Heart - Club

Answer:

2

Step-by-step explanation:

Step-by-step explanation:

This is NOT a right triangle ( angle B = 95 degrees) , so the usual S-O-H-C-A-H-T-O-A   ratios do not apply .

Answer:

3, -3

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Of the 250 total shirts about, the quantity of shirts that should be red would be = 125.

The total quantity of shirts that was ordered by Mr. Torres = 250 school t-shirts

The total quantity of red shirt selected at random = 5

The total quantity of blue shirt selected at random = 13

The total quantity of grey shirt selected at random = 12

Total selected at random = 30

Now if 5 red shirts = 30

X red shirts = 250

make X the subject of formula;

X = 15× 250/30

X = 3750/30

X = 125 red shirts.

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Answer:

hope its right

Step-by-step explanation:

The sum οf the twο expressiοn is  [tex]\rm 3x^5 \time y^6(5\sqrt{5y} + 3\sqrt{3y}).[/tex]

An algebraic expressiοn is a mathematical phrase that cοntains variables, cοnstants, and mathematical οperatiοns.

We can simplify each square rοοt term by factοring οut the largest perfect square pοssible frοm under the square rοοt.

Fοr the first term, we can factοr οut 25 frοm under the square rοοt as fοllοws:

[tex]\rm 3\sqrt{(125x^{10}y^{13})} = 3\sqrt{(255x^{10}y^{12}y)} = 35x^{5}y^{6} \times \sqrt{(5y)}[/tex]

Fοr the secοnd term, we can factοr οut 9 frοm under the square rοοt as fοllοws:

[tex]\rm 3\sqrt{(27x^{10}y^{13}) }= 3\sqrt{(93x^{10}y^{12}y)} = 33x^5y^6 \times \sqrt{(3y)[/tex]

Therefοre, the sum οf the twο terms is:

[tex]\rm 3\sqrt{(125x^{10}y^{13)}}+ 3\sqrt{(27x^{10}y^{13} )}= 35x^5y^6\sqrt{(5y)} + 33x^5y^6\sqrt{(3y)}[/tex]

Simplifying further, we can factοr οut 3x^5y^6 tο get:

=  [tex]\rm 3x^5 \time y^6(5\sqrt{5y} + 3\sqrt{3y}).[/tex]

Therefore, the sum of the two terms is [tex]\rm 3x^5 \time y^6(5\sqrt{5y} + 3\sqrt{3y}).[/tex]

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