Please answer the question in the picture above.

A) A translation takes a line to a parallel line or itself.

Answer: A) A translation takes a line to a parallel line or itself.

Step-by-step explanation:

Answer:

256

Step-by-step explanation:

That just means to multiply the number by itself 4 times.

4 x 4 = 16 x 4 = 64 x 4 =  256

In linear equation,  the value of x in the equation is 20/11.

What in mathematics is a linear equation?

3/4 (8x-6) -2= 1/2-x

24x - 18 - 2/4 = x/2

24x - 20/4 = x/2

2(24x - 20) = 4x

48x - 40 = 4x

48x - 4x =40

44x = 40

x = 40/44

x = 20/11

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[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{7 \dfrac{7}{9}}[/tex]

[tex]\mathsf{= \dfrac{7\times9 + 7}{9}}[/tex]

[tex]\mathsf{= \dfrac{63 + 7}{9}}[/tex]

[tex]\mathsf{= \dfrac{70}{9}}[/tex]

[tex]\huge\textbf{Therefore, your answer should be:}[/tex]
[tex]\huge\boxed{\mathsf{{\dfrac{70}{9}}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

Answer:

x = 8 and YZ = 16

Step-by-step explanation:

since Y is between X and Z , then

XY + YZ = XZ , that is

12 + 2x = 28 ( subtract 12 from both sides )

2x = 16 ( divide both sides by 2 )

x = 8

and YZ = 2x = 2 × 8 = 16

Answer:

find the inverse of the following function. The Domain and Range of inverse

a) f(×)=× b) f(×)=׳-4

The following are three equivalent expressions for the submarine's final position:

-(5)(3) - (2)(4), -(5)(3) + (-2)(4) and -(5)(3) + (2)(-4)

Based on the question,

As a result, the submarine's final position is:

Final = -(5)(3) - (2)(4)

The minus "-" symbol indicates that the submarine is sinking.

Thus, the following are equivalent expressions for the submarine's final position:

-(5)(3) - (2)(4), -(5)(3) + (-2)(4) and -(5)(3) + (2)(-4)

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Results of correlational analysis showing a correlation coefficient of 0.5 indicate that the related variables show a moderately positive relationship.

The correct option is B.

The strength of the relationship can be quantified by researchers using this coefficient, which is frequently used to determine the relationship between two or more objects.

The coefficient value will range from -1 to +1, where a value of 0.5 indicates that the variables show a moderately positive relationship.

Variables that are thought to be highly correlated have correlation coefficients with magnitudes between 0.7 and 0.9. Variables that are moderately correlated are indicated by correlation coefficients with magnitudes between 0.5 and 0.7.

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I understand that the question you are looking for is:

Correlational research results depicting a correlation coefficient of 0.5 means that the associated variables demonstrate a __________ relationship.

a. weak negative

b. moderately positive

c. weak positive

d. strong positive

The rate of reaction will increase by a factor of 4. The correct option is D.

In a reaction mechanism, a chemical reaction is depicted step-by-step. It is composed of separate chemical processes known as elementary stages. An elementary reaction is one that only requires one step to complete.

In an elementary reaction, the orders relative to each reactant are equal to the stoichiometric coefficient of that reactant. A provided rate law must be consistent with both the experimental rate law and the overall rate law that is being suggested.

The rate of reaction will be calculated as below:-

Rate (R) = k[x][y]²

R' = k[x][2y]²

R'=4k[x][y]²

R'=4R

Hence, the rate of reaction will increase by a factor of 4.

The complete question is given below:-

Given the following rate law, how does the rate of reaction change if the concentration of Y is doubled? Rate = k [X][Y]2

A) The rate of reaction will increase by a factor of 2.

B) The rate of reaction will increase by a factor of 5.

C) The rate of reaction will increase by a factor of 4.

D) The rate of reaction will decrease by a factor of 2.

E) The rate of reaction will remain unchanged.

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Answer: The incorrect label is (line g)

Step-by-step explanation: Line G is incorrect because G is a point. All the other options describe a line.

Answer:

Step-by-step explanation:

Factoring  5n2-9n-2

The first term is,  5n2  its coefficient is  5 .

The middle term is,  -9n  its coefficient is  -9 .

The last term, "the constant", is  -2

Step-1 : Multiply the coefficient of the first term by the constant   5 • -2 = -10

Step-2 : Find two factors of  -10  whose sum equals the coefficient of the middle term, which is   -9 .

     -10    +    1    =    -9    That's it

Step-3 : Rewrite the polynomial splitting the middle term using the two factors found in step 2 above,  -10  and  1

                    5n2 - 10n + 1n - 2

Step-4 : Add up the first 2 terms, pulling out like factors :

                   5n • (n-2)

             Add up the last 2 terms, pulling out common factors :

                    1 • (n-2)

Step-5 : Add up the four terms of step 4 :

                   (5n+1)  •  (n-2)

            Which is the desired factorization

Answer:

baby help you with what? All i can do is pray for you,

Step-by-step explanation:

matter of fact bow yo head..............Amen

Answer:

The answer is A

Step-by-step explanation:

Can I have brainliest? It would help me out, if not thanks anyways! Hope this helped and have a nice day!

Answer:

a = -14

Step-by-step explanation:

4(x-3)=5x+2

distribute the 4 to what is inside the parenthesis by multiplying

4x-12=5x+2

add 12 to both sides

4x=5x+14

subtract 5x from both sides

-x= 14

x= -14

therefore the answer is A. i hope this explanation helps and if you have any questions feel free to ask!

If a linear system has more unknown equations then it must have infinitely many solutions, which is true.

A relationship between two or more parameters that, when shown on a graph, produces a linear model. The degree of the variable will be one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

If there is only one equation with more than one parameter, then the number of the solution will be infinite.

If a linear system has more unknown equations then it must have infinitely many solutions, which is true.

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The expression which is equivalent to the given expression is option B. 3(5)^1/2

A surd is a topic which involves expressing a given number with a square root. Thus to arrive at the final expression, the answer is either a whole number or an expression involving a square root.

When a question involving a square root is given, the answer is a number which should be squared to give the same value in the given question.

Given: 45^1/2

we have;

45^1/2 = (5 x 9)^1/2

           = 3(5)^1/2

So that the expression which is equivalent to the given expression is option B. 3(5)^1/2

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The expression that is equivalent to the given surd expression is; Option B. 3√5

In Mathematics, surds are defined as the values in square root that cannot be further simplified into whole numbers or integers. Thus, surds can be classified as  irrational numbers.

The question gives the surd expression as √45.

Now, according to surds product rule, we know that;

√45 = √(9 * 5)

= √9 * √5

= 3√5

Thus, we conclude that is the final simplification of the given surd expression.

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the discriminant is:

D = (-1)^2 - 4*(-2)*6 = 49

We have a positive discriminant, which means that we have two real solutions.

For the general quadratic equation, the discriminant is:

a*x^2 + b*x + c = 0

The discriminant is:

D = b^2 - 4ac

In this case, the quadratic equation is:

6*x^2 - x - 2 = 0

Then we have:

a = 6, b = -1, c = -2

Replacing that in the discriminant equation:

D = (-1)^2 - 4*(-2)*6 = 49

We have a positive discriminant, which means that we have two real solutions.

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(B) 108 minutes is Ryan's time.

So,

Ryan's rate of 4 miles per hour can be voiced in minutes as 4 miles per 60 minutes.

Ryan's time:

Therefore, (B) 108 minutes is Ryan's time.

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The correct question is given below;
Ryan is riding his bike. He biked a distance of 12 miles at a rate of 4 miles per hour. Rearrange the distance formula, d = rt, to solve for Ryan's time in minutes.

a. 480 minutes

b. 180 minutes

c. 8 minutes

d. 3 minutes

Answer:

267.948

Step-by-step explanation:

But looking at the question, it wants us to convert feet to kilometers and seconds to hours. First let's start with feet, 1 foot is equal to about .305 meters. Okay we can set up an equation to find out  what we should do so since its asking us to convert 245 feet into meters. We need to put the units in it for this. We need to get rid of the feet and replace it with meters. The only way to get rid of the feet is dividing it by feet. However, we are also trying to put it into meters. As I wrote earlier, 1 foot is equal to .305m so we can just plug it in. The ft cancel out and all we need to do is just multiply. Since 1 feet is .305 meters, we can just multiply 245 by .305 to get 245 feet in meters. It would be about 74.73. Okay, we have it in meters, but it is asking for kilometers. We need to do the same process again. We should remember that 1000 meter are in 1 kilometer. We need to convert the meters into kilometers then seconds into hours. We can use the same process here. The unit you are cancelling out always has to be on the bottom. Okay, that just leaves 74.43 x (1/1000), or it can be just 74.43/1000 and both are the same thing. You're trying to get feet into kilometers, so the number should be pretty small. There are 1000 meters in 1 kilometer, so you need to divide the meters by 1000 to put it into kilometers. That's basically what we are doing here but with units. That comes out to be .07443, not our final answer though. We just need to convert seconds to hours which is easy. We know that 60 seconds is in a minute and 60 minutes are in the hour. Now we just need to multiply these 2 together. 60 x 60 = 3,600. If we look at the question its saying kilometers per hour. So we have to divide the kilometers by the 3600. 3600 seconds is equal to 1 hour and .07443 km is still in per second since we didn't change it. 3600 has to be on top because we have to cancel out the units. This is why I put the units. Okay that just leaves .07443 x 3600. When we solve .07443 x 3600 we would get our final answer. (Remember the steps: we first converted feet into meters, then into kilometers. then we converted seconds into hours)

.07443 x 3600 = 267.948 Therefore our final answer is 267.948.

The  entire area under the standard normal distribution curve is always positive even if the z value is negative.

The normal distribution, it's useful to think of the standard deviation as being steps away from the mean. One step to the right or one step to the left is considered one standard deviation away from the mean. Two steps to the left or two steps to the right are considered two standard deviations away from the mean. Likewise, three steps to the left or three steps to the right are considered three standard deviations from the mean.

The probability of the outcome of an experiment is never negative, although a quasi probability distribution allows a negative probability, or quasi probability for some events. These distributions may apply to unobservable events or conditional probabilities.

Therefore,

The value can be negative can be any positive value can be any positive value larger than 1.

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Answer:

Different solids have different melting points depending on the strength of bonding between the particles and the mass of the particles. Essentially, the heavier the particles in the solid, and the stronger the bonding, the higher the melting point.

Step-by-step explanation:

Hope this helps!

The total surface area of the given figure is 720 ft² that is option (D).

The Lateral Surface Area( LSA) of an object is the area covering all the sides of the object except it top and bottom .

Let us divide the given Composite figure into three parts ,

Part(a) = top part having shape of pyramid

First we will calculate the LSA of the top pyramid.

Given that

base = 6ft

perpendicular distance = 4ft

Slant height(l) = [tex]\sqrt{(\frac{base}{2} )^{2} +(perpendicular . distance )^{2} }[/tex]

On substituting the values we get

l=√(3²+4²)

l=√25

l=5 ft

LSA of pyramid = (1/2)* perimeter of base * slant height

Substituting the values we get ;

=(1/2)*(4*6)*5

=60 ft²         ....(i)

Part (b)

the 2nd part is a rectangular prism with length = 20 ft

and breadth = 6 ft

Surface area of rectangular prism = 4*Area of side

                                                         =4*20*6

                                                         =480 ft²       ...(ii)

Part(c)

The last part is a cube with only 5 sides of side 6ft.

Surface Area of the cube = 5*Area of side

                                           =5*6*6

                                           =180 ft²     ....(iii)

Total surface area of the figure= LSA of pyramid + Surface area of rectangular prism  + Surface Area of the cube

Substituting the values from equation (i) , (ii) and  (iii) we get ,

Total surface area of the figure = 60+480+180

                                                     =720 ft²

Therefore , the total surface area of the given figure is 720 ft².

hence option (D) 720sq ft is correct.

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      Of all of the common assumptions that we discussed in class, I think one of the most common is the idea that a children’s text should in some way teach the reader something.  We of course talked about the term didactic, and how a didactic book strongly pushes a lesson onto the reader, telling them that they should believe this or that.  Many times a reason for that lesson isn’t even given, as though the young person reading the book should just accept that lesson because they are told to, because the other knows better.  As I was reading Cat in the Hat by Dr. Seuss, the book I selected for the assignment, I was hoping that it wouldn’t be as didactic as most other children’s books, and that it would be as playful and exciting as I remember as a child.  On the last two pages of the book, however, the absent mother returns home, the cat has disappeared, the children are behaving nicely, sitting in chairs, and it is pretty obvious that even though they got into mischief they are still good children after all.  Nothing really has changed at the end of the book.  Although all sorts of things got played with, and the children broke the rules I am sure they know about (like, “Don’t fly kites in the house”), major boundaries were never crossed.

           We talked about how the opposite of a didactic book might be an ambiguous book, or a book that encourages the reader to think about issues, to make decisions for themselves.  In that kind of book, the author usually wants to the reader to think for her or himself, to understand that some things are difficult, even for adults.  The author may present a problem and ask you what you think, or might just never come around to saying exactly what you are supposed to believe.  The last page of Cat in the Hat ends with the narrator saying, referring to the mother, “Should we tell her about it? / Now what SHOULD we do? / Well . . . / What would YOU do / If your mother asked you?” (61).  In some ways, this is probably a pretty ambiguous ending.  The author asks the reader that if your mother left, if someone wanted you to do what you weren’t supposed to, if you did it anyway, and if you didn’t get caught, then would you tell your mother or father what happened?  Most adults wouldn’t tell what happened themselves, but the question is there anyway, and it seems to be really asking children what they believe.

           But it doesn’t seem really that ambiguous.  If the book were really ambiguous it would be breaking the Typical Case Prototype of children’s books, and in almost every other way the book keeps to those prototypes.  As Nodelman describes it, children’s books are typically bright, colorful, funny, entertaining, and maybe sometimes rhyming.  Children’s books portray children as the way adults typically think of them, as crazy kids who aren’t serious like adults, or innocent angels who would never really do any harm when they play.  Dr. Suess portrays typical kids, bored by the rain, wanting to do something wild.  Although Seuss’s style is strange, the children even look like the sort of standard white children that appear in most books, the girl in a dress and ribbon in her hair.  We saw in class how these children are a lot like the standard one’s in Cassie’s history textbook  And although strange things happen in the book – a talking cat, a couple of strange Things, a lot of things getting thrown around – it is the kind of play we come to expect in children’s lives, especially in the sorts of standard things shown on television and in movies.

           In fact, the children never quite seem to trust the Cat, and they always just sort of watch him play.  The children never really do anything that crazy themselves.  The Fish, who sounds a lot like an adult, is always there to warn them, and in the end everything gets cleaned up.  Of course the book is fun and playful, and is obviously one of the most famous and liked picture books ever made, but it is still pretty straightforward.  Cat in the Hat reinforces and demonstrates almost all of the typical assumptions about childhood, and it fulfills all of the typical case prototypes of children’s books.  Examining it made me think about how the book might have changed in recent years, especially since children are rarely bored when they are at home any more (with all of the stuff they own to play with).  But more than that, it made me think about why we expect all children’s books to be like this, why it is always considered one of the best books for children.  Although I like typical children’s books, it makes me also interested in books that don’t do what we expect.  The book was written 1957, and in so many ways children’s books have become so incredibly different since then.  But in a lot of other ways, some good, some bad, they haven’t changed at all.    

Answer:

Maya is 8 years old.

Step-by-step explanation:

12 = 2a

Aiden is 6 years old.

a + 2 = m

6 + 2 = 8

Maya is 8 years old.

Answer:

13/21

Step-by-step explanation:

Solving steps

13/18 × 6/7

Simplify the expression

13/3 × 1/7

Multiply

Solution:

13/21

Alternative Form

0.619047

The answer in simplest form 13/18 x 6/7 = 13/21

To find the answer in simplest form 13/18 x 6/7

Simplify this, multiple nominator to nominator and denominator to denominator

(13 × 6)/(18 × 7) = 78/126

Now, reduce the fraction divide by 6,

we get,  78/126 = 13/21

Therefore, the final answer is 13/21.

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Answer:

1 ans

Step-by-step explanation:

6x - 4 = 5x-11

6x- 5x = -11+ 4

x = -7

Step-by-step explanation:

work is shown and pictured

==================================================

Work Shown:

A+B = 180 since the angles are supplementary

(2x-9)+(2x+21) = 180

4x+12 = 180

4x = 180-12

4x = 168

x = 168/4

x = 42

Then,

As a check, A+B = 75+105 = 180 to confirm the answer.