Solve for x using
cross multiplication.
3x + 6
4
=
4x - 3
5
x = [?]
Enter

The images of points A(x, y) = (- 2, 8), B(x, y) = (2, 4) and C(x, y) = (- 2, 6) are A'(x, y) = (4, - 1), B'(x, y) = (2, 0.5) and C'(x, y) = (4, 0), respectively.

In this problem we find three points: A(x, y) = (- 2, 8), B(x, y) = (2, 4) and C(x, y) = (- 2, 6), whose images must be determined by means of rigid transformations, that is, transformations that modify a points without any alteration on Euclidean distances.

The transformation rule of this question is a combination of reflection about x-axis, dilation, horizontal and vertical translations, all of them rigid transformations. Now we determine the image of each point:

Point A

A'(x, y) = (- 0.5 · (- 2) + 3, - 0.5 · 8 + 3)

A'(x, y) = (1 + 3, - 4 + 3)

A'(x, y) = (4, - 1)

Point B

B'(x, y) = (- 0.5 · 2 + 3, - 0.5 · 5 + 3)

B'(x, y) = (- 1 + 3, - 2.5 + 3)

B'(x, y) = (2, 0.5)

Point C

C'(x, y) = (- 0.5 · (- 2) + 3, - 0.5 · 6 + 3)

C'(x, y) = (1 + 3, - 3 + 3)

C'(x, y) = (4, 0)

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The equation of the line that passes through the point (10, -4) and has the slope -2/5 is y = 2/5 x

The slope, m of the linear function is given as -2/5.

The equation of the line that passes through point (10, -4) is calculated using the point slope formula which is given as:

x₁ = 10

y₁ = -4

m = -2/5

substituting in to the formula

(y - y₁) = m (x - x₁)

y + 4 = -2/5 (x - 10)

y + 4 = -2/5 x + 4

y = 2/5 x + 4 - 4

y = 2/5 x

The equation of the line is given as y = 2/5 x

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The value of the variables x and y of the given transversal lines are;

x = 4/3 and y = 5/3

We see from the transverse lines that;

The horizontal line shows the line has been divided into two equal parts by the vertical transversal lines. Thus;

5x + 8 = 21x

Subtract 5x from both sides to get;

21x - 5x = 8

6x = 8

x = 8/6

x = 4/3

Similarly, the upper division will be equal and as such;

20y - 2 = 17y + 3

20y - 17y = 3 + 2

3y = 5

y = 5/3

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Answer:

x:b116.67

Step-by-step explanation:

120/100

140×100/120

Finding the distance between a point and a line vector in 3D is a bit more complicated than in 2D, but it is still doable.

Vector is a mathematical object that has both magnitude and direction and can be represented by a line segment. It is used in many areas of mathematics and physics. In physics, vectors are used to describe forces, velocities, and accelerations. In mathematics, vectors can be used to represent points in space, transformations, and even linear equations. Vector calculus is used to analyze the behavior of vector fields, or functions of multiple variables.

The formula for finding the distance is based on the vector equation of a line.

Starting with a line given by vector $\vec{r}= \vec{a}+t\vec{v}$ , where $\vec{a}$ is the point on the line, $\vec{v}$ is a unit vector, and $t$ is a scalar parameter, and a point $\vec{b}$, the distance between the point and the line can be found by first computing the vector $\vec{p}=\vec{a}-\vec{b}$. Then, the distance is given by $d=\frac{|\vec{p}\cdot \vec{v}|}{|\vec{v}|}$.

This formula can also be used to find the closest point on the line to the point $\vec{b}$. The closest point on the line is given by $\vec{a}+t\vec{v}$, where $t=\frac{\vec{p}\cdot \vec{v}}{|\vec{v}|^2}$.

Thus, finding the distance between a point and a line in 3D involves computing the vector $\vec{p}$ and then using the formula above to compute the distance.

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To find the distance between a point and a line vector in 3D using the formula  [tex]\frac{|(x_0-x_1)(x_0-x_2)|}{|x_2-x_1|}[/tex].

A vector is body which has both magnitude and direction. Geometrically, a vector can be imagined as a directed segment whose length corresponds to the absolute value of the vector and whose direction is indicated by an arrow. The direction of the vector is tail to head.

Suppose a 3D line is given by two points and the reference diagram attached below. where x₁ = (x₁,y₁ ,z₁) and x₂ = (x₂,y₂,z₂) are above it, giving us a vector along the line. [tex]v=[x_1+(x_2-x_1)t; y_1+(y_2-y_1)t; z_1+(z_2-z_1)t].[/tex]

The squared distance between a point on the line with parameter t and a point x₀ = (x₀, y₀, z₀) is therefore;

d² = [(x₁ - x₀) + (x₂ - x₁)t²] + [(y₁ - y₀) + (y₂ - y₁)t²] + [(z₁ - z₀) + (z₂ - z₁)t²]

To minimize the distance, set d(d²)/dt = 0 and solve for t to obtain:

t = [tex]\frac{-((x_1-x_0)(x_2-x_1))}{|x_2-x_1|^2}[/tex]

d² = (x₁ - x₀)² + (y₁ - y₀)² + (z₁ - z₀)² + 2t [(x₂ - x₁) (x₁ - x₀) + (y₂ - y₁) (y₁ - y₀) + (z₂ - z₁) (z₁ - z₀)] + t² [(x₂ - x₁)² + (y₂ - y₁)² + (z₂ - z₁)²]

= [tex]|x_1-x_0|^2-2[/tex][tex]\frac{[(x_1-x_0)(x_2-x_1)]^2}{|x_2-x_1|^2} + \frac{[(x_1-x_0)(x_2-x_1)]^2}{|x_2-x_1|^2}[/tex]

= [tex]\frac{|x_1-x_0|^2|x_2-x_1|^2 - [(x_1-x_0)·(x_2-x_1)]^2 }{|x_2-x_1|^2}[/tex]

Using vector quadruple product:

(A × B)² = A²B² - (A.B)²

Where x denotes the cross product then gives:

d² = [tex]\frac{|(x_2-x_1)x(x_1-x_0)|^2)}{|x_2-x_1|^2}[/tex]

Now taking the square root results in the formula:

d = [tex]\frac{|(x_2-x_1)(x_1-x_0)|}{|x_2-x_1|}[/tex]

= [tex]\frac{|(x_0-x_1)(x_0-x_2)|}{|x_2-x_1|}[/tex]

Here, the numerator is simply twice the area of the triangle formed by points x₀, x₁, and x₂, and the denominator is the length of one of the bases of the triangle, which follows since, from the basic triangle area formula, [tex]\Delta=b \frac{d}{2}[/tex]

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The value of the discriminant b² - 4ac is 73.

The number of real solutions the equation has is two.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

Example:

2x + 4 = 9 is an equation.

We have,

-2x² - 3x + 8 = 0

This is in the form of ax² + bx + c = 0

a = -2, b = -3, and c = 8

Now,

b² - 4ac

= (-3)² - 4 x (-2) x 8

= 9 + 64

= 73

This is a positive value.

This means,

The equation has two real solutions.

Thus,

The equation has two real solutions.

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Taking the given ride lengths for 3 consecutive days and adding them the total number of miles ridden by the rider is 14.67 miles.

On Tuesday, the distance traveled is 1 and 1/2 times further than Monday's distance. This means that the distance traveled on Tuesday is 1.5 times the distance traveled on Monday.

To find the total distance traveled over a period of multiple days, we can add up the distances traveled on each day. This can be done by summing up all the individual distances traveled on each day. This can be done either in fraction or decimal. If the distances are in mixed numbers, it is good to convert them into fractions before adding them. This will give the total distance traveled over the period of multiple days.

On Tuesday, you ride 1 and 1/2 times further than on Monday, which is 3 and 2/3 miles * 1 and 1/2 = 5 and 1/2 miles.

On Wednesday, you ride 1 and 1/4 miles less than on Tuesday, which is 5 and 1/2 miles - 1 and 1/4 miles = 4 and 1/4 miles.

The total number of miles you rode on Monday, Tuesday, and Wednesday is:

3 and 2/3 miles + 5 and 1/2 miles + 4 and 1/4 miles = 13 and 5/6 miles

You can convert the mixed numbers to fraction to find the total miles.

3 and 2/3 miles = (33 + 2)/3 = 11/3 miles

5 and 1/2 miles = (52 + 1)/2 = 11/2 miles

4 and 1/4 miles = (4*4 + 1)/4 = 17/4 miles

So, the total number of miles you rode on Monday, Tuesday, and Wednesday is :

11/3 + 11/2 + 17/4 = (114 + 113 + 172)/12 = 11/3 + 33/4 = (114 + 11*3 + 34)/12 = 44/3 = 14.67 miles

You rode 14.67 miles in total for 3 days.

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Answer:

See below, and note the interpretation of the question.

Step-by-step explanation:

See the attached image for a graph of all the lines and points.

1. Write an equation in slope-intercept form of the line given the slope=" 1/4 pass through (-2,1).

1.  Look for an equation of the form y=mx+b, where m is the slope and b is the y-intercept (the value of y when x is zero).

We are given the slope, so use that for m:  y = (1/4)x + b.

We need a value of b that forces the line through point (-2,1).  This can be done by entering the point into the above equation and solving for b:

y = (1/4)x + b

1 = (1/4)*(-2) + b [for (-2,1)]

1 = -0.5+ b

b = 1.5

The equation is y = (1/4)x + 1.5

2. Write an equation in slope-intercept form of the line that passes through (0,4) and (5,19)

1.  Look for an equation of the form y=mx+b

2.  Determine the slope by calculating the Rise and Run of the two given points:

 Going from (0,4) to (5,19):    

Rise = 19-4 = 15

Run = 5 - 0 = 5

Rise/Run, or slope, m = (15/5) or 3

The equation with the slope of 5:

 y = 5x+b

3.  To find b, enter either of the 2 points into the equation and solve for b:

  y = 5x+b

   4 = 5*(0)+b    for (0,4)

   b = 4

The equation is y=5x+4

3.  Write a linear function f with the given values.

Are the expressions written correctly?  I see f and g.  I'll assume the forst two are meant to be f, and the last two a new function, g(x).:

a. f(0) = 2, f(2) = -3

b. g(-4) = -5, g(3) = - 1.

These results supply us with 2 points for each function [line]:

  f:  (0,2) and (2,-3)

 g:  (-4,-5) and (3,-1)

We can use these two points to find the slope for lines f and g:

f:  (0,2) and (2,-3)

Rise = -3 - 2 = -5

Run = 2 - 0 = 2

Slope = (-5/2) or -2.5

The equation for f is y = (-2.5)x + b

Enter one of the 2 points to find b:

  y = (-2.5)x + b

  y = (-2.5)*(0) + b  for (0,2)

  2 = b

The equation for f is f(x) = -2.5x+2

Do the same for g:

(-4,-5) and (3,-1)

Rise = (-1 - (-5)) = 4

Run = (3 - (-4)) = 7

Slope = 4/7 or 0.571

y = 0.571x + b

Substituting point (3,-1) and solving for b:

-1 = 0.571*(3) + b

b = -2.71

The equation for g is g(x) = 0.571c-2.71

See the attached image.

The rate at which the distance is decreasing is - 30 centimeters per second. Ravi's distance from the first floor when he stepped on escalator is 1250 centimeters.

The pace at which one quantity changes in relation to another quantity is known as the rate of change function. Simply said, the rate of change is calculated by dividing the amount of change in one thing by the equal amount of change in another.

a. From the table we can observe that as time increases, his distance from the first floor decreases.

The rate at which the distance is decreasing is given by:

Rate = (d2 - d1)/ (t2 - t1)

= (980 - 1070) / (9 - 6)

= -90 / 3

= -30

Hence, the rate at which the distance is decreasing is - 30 centimeters per second.

b. Ravi's distance from the first floor when he stepped on escalator is calculates as:

d - d1 = m(t - t1)

where, m is the rate.

Here, m = -30.

d - 1070 = (- 30) (t - 6)

d = -30t + 180 + 1070

d = -30t + 1250

The time when he stepped on escalator is 0.

d = -30(0) + 1250

d = 1250

Hence, Ravi's distance from the first floor when he stepped on escalator is 1250 centimeters.

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Answer:

[tex]2(3p - 2) - (p + 4) = 3p \\ \\ \dashrightarrow \: 6p - 4 - p - 4 = 3p \\ \\ \dashrightarrow \: 5p - 8 = 3p \\ \\ \dashrightarrow \: 5p - 3p = 8 \\ \\ \dashrightarrow \: 2p = 8 \\ \\ \dashrightarrow \: p = 4[/tex]

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Answer:

I'm sorry, I don't have enough information to answer that question. How much of the wall has already been painted?

There are 7 ways for 345 to be written as the sum of an increasing sequence of two or more consecutive positive integers.

We need to find consecutive numbers (an arithmetic sequence that increases by 1) that sum to 345. This calls for the sum of an arithmetic sequence given that the first term is k, the last term is g, and with n elements, which is:

                                           n(k+g)/2.

There are 7 ways can 345 be written as the sum of an increasing sequence of two or more consecutive positive integers.

We look for sequences of n consecutive numbers starting at k and ending at k + n − 1. We can now substitute g with k+n- 1. Now we substitute our new value of g into n(k + g)/2 to get the sum i.e.

                                n(k+k+n-1)/2 = 345

This simplifies to n(2k+n-1)/2 = 345.

This gives a nice equation. We multiply out the 2 to get that n. (2k+n-1): =690. This leaves us with 2 integers that multiply to 690 which leads us to think of factors of 690.

We know the factors of 690 are:

1, 2, 3, 5, 6, 10, 15, 23, 30, 46, 69, 115, 138, 230, 345, 690

So, through inspection (checking), we see that only 2, 3, 5, 6, 10, 15, and 23 work. This gives us the answer to 7 ways.

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Answer:

below

Step-by-step explanation:

Therefore , the solution of the given problem of combination comes out to be a) 45 and 10 b) 17 and 10

Combinations are mathematical procedures that count the number of possible configurations from a set of items, where the selection direction is immaterial. You can select any arrangement of the parts in any combination. It's possible to mix together combinations and permutations.

Here,

Given :

Total students = 25

a) The first state is represented by the first two-digit number in the random digits, which is 45.

The following random two-digit number, which does not represent a state, is 92.

The following two-digit number in the random sequence is 10, which stands for the first student's second state.

b) The second student's initial state is represented by the following two-digit number (17) from the random digits.

Ten symbolizes the second state for the second state and is the first two-digit number of the random digits.

Therefore , the solution of the given problem of combination comes out to be a) 45 and 10 b) 17 and 10

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On solving the provided question, we can say that We can use the trigonometry sine to solve for the other side: sin 65 = y/20 => y = 18.126

The area of mathematics known as trigonometry examines the correlation between triangle side lengths and angles. The area first appeared in the Hellenistic era, around the third century BC. from the use of geometry in astronomical study.

We can arrange a right triangle with 20 feet as the hypotenuse and 65 degrees as the angle between the hypotenuse and adjacent side assuming that the ground and wall meet at a 90 degree angle. The side across from the angle would be the amount of feet the ladder extends up the wall

We can use the trigonometric function sine to solve for the other side:

sin 65 = y/20

y = sin(65) . 20

y = 18.126

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Answer:

1) Yes

2) 2.07 hours/day

Step-by-step explanation:

1)

2.2 + 4 + 2 1/4 + 0 + 1.9 =

= 6.2 + 2.25 + 1.9

= 10.35

She danced a total of 10.35 hours, so she did meet her goal.

2)

10.35/5 = 2.07

She danced an average of 2.07 hours per day.

Answer:

x = 10

Step-by-step explanation:

Because the triangles are similar, the following equations must be solved in order to find out how much bigger or smaller the triangle is.

10 * y = 15

16 * y = 24

You'll find that

y = 1.5

Then, you are able to insert y into the following equation and solve for x

(x - 4) * y = 9

(x - 4) * 1.5 = 9

1.5x - 6 = 9

1.5x = 15

x = 10

We can plug x back into the previous equation in order to check if it is correct

(x - 4) * 1.5 = 9

(10 - 4) * 1.5 = 9

6 * 1.5 = 9

9 = 9

Therefore , the solution of congruency problem is its two congruent halves are LJ and LI. The sections' sizes and forms must be consistent to be considered congruent.

Using the Side-Angle-Side Congruity Theorem (SAS), two triangles are believed to be compatible with one another if their corresponding two sides and included angle are the same. A defined angle is found to be present on 2 sections that are being taken into account. Therefore, it is insufficient to use the SAS Congruity Theorem to establish the congruence of two triangles based just on the presence of two pairs of reciprocals and one set of points of intersection.

Here,

Given: The illustration shows a congruent link between

the two portions LI and LJ.

The segments will be identical in terms of size and shape if they are congruent.

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The answer is B: 1/16

The length of the other leg of a right triangle, as per the Pythagoras theorem, is option B: 13.0 cm.

The Pythagorean theorem, sometimes known as Pythagoras' theorem, is a basic relationship between a right triangle's three sides in Euclidean geometry. According to this statement, the areas of the squares on the other two sides add up to the size of the square whose side is the hypotenuse. The calculation of the other leg of tbe triangle is given as follows.

According to the Pythagoras theorem:

(Hypotenuse)² = (Base)² + (Height)²

As per the question,

The height or the length of a leg of a right triangle is given equal to 11 cm and hypotenuse is given 17 cm. The other leg, or the base can be calculated as:

(Base)² = (Hypotenuse)² - (height)²

b² = (17)² - (11)²

b² = 289 - 121

b² = 168

b = √168

b = 12.96

or b = 13cm.

Thus, the base or the other leg of the right triangle is equal to 13 cm.

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Answer:

-3

Step-by-step explanation:

to make it easier try 8-5 and then add a negative sign

Complex numbers and real numbers cannot be directly compared as they are from different number systems.

Complex numbers have both a real and an imaginary component, whereas real numbers only have a real component. However, you can compare the magnitudes (absolute values) of complex numbers with real numbers.

The magnitude of a complex number is the distance from the origin in the complex plane, represented by the absolute value or modulus of the complex number, which is always a positive real number. By comparing the magnitudes of complex numbers, you can determine which one is larger or smaller.

For example, the magnitude of 3 + 4i is 5, and the magnitude of 2 + 3i is 3.5. Therefore, 3 + 4i has a larger magnitude than 2 + 3i.

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Answer:1558

Step-by-step explanation:

Answer:1558

Step-by-step explanation:

[tex]82\\19[/tex]

put a line under it multiply the 9x2 and then 9x8 make sure to carry

put a zero under the 8 and multiply 1x2 and 1x8

now add the the numbers together

you get 1558

An expression for the change she will receive is 8b - 100 = 100

You should be aware that an expression in math is a sentence with a minimum of two numbers or variables and at least one math operation

The given parameters are

Nathan buys 9 items

She gives the cashier $100

The expression 8(b) -100 = 100%

Where 100 is the full amount payable

Therefore, the expression becomes 8b -100=100

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Answer: Here is my question

Step-by-step explanation:

Maybe one reason people who work in the pentagon never seem to agree on anything is that there are five sides to every story

Answer:

  in ℤ, successive values alternate signs

Step-by-step explanation:

You want to know what happens when the base of an exponential function is negative.

Consider the exponential function ...

  y = a·b^x

For b < 0 and integer values of x, the signs of the corresponding values of y will alternate.

Example

  y = 2·(-1)^x

A table of values will be ...

  [tex]\begin{array}{ccccccc}x&-1&0&1&2&3\\y&-2&2&-2&2&-2\end{array}[/tex]

For non-integer values of x, the values of y become more complicated. For fractional values of x, where x has an even denominator, the equation does not produce a real value. Instead, you get a complex number.

For fractional values of x where x has an odd denominator, the power is defined, and the sign will depend on whether the numerator is even or odd.

For irrational values of x, the function value in general is complex.

Of course, there are an infinite number of rational numbers between any pair of numbers on the number line, so the graph will have both positive and negative values, but will not be continuous. The attached graph can give you the idea. It is not in any way a complete graph of the function, but plots selected values.

__

Additional comment

The second attachment shows one of the uses of an exponential factor with a negative base. It creates the alternate signs of the series expansion of the sine function. Only whole number exponents are used in this case.

solution for the two equation is x = 1, and y = - 2

It is a mathematical term that acts as the substitute of variables present in one or more equations. It is the value of unknown numbers that makes an equation true.

equation given, y = - 4x + 2

                    y = 6x - 8

if we use addition method then y = - 4x +2

                                                    y = 6x -8

                                                 -        -    +

                                          0       = - 10x + 10

                                         10 x = 10

                                          x = 1

                      putting the value of x in one of the above equations we get the y value.

                                  y = 6×1 -8

                                y = -2

the solution is the x = 1 and y = - 2

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Answer: 0

Step-by-step explanation: if the 5 doesn't change at all, it doesn't change at all. Common sense.

Answer:

the answer is 1 I just know cause ima genius and smart also I'm like 6'7 how could i.be wrong

Step-by-step explanation:

look