BRAINLIEST AND 50 POINTS UP FOR GRABS: PLEASE LEAVE DETAILED ANSWERS
Triangle PQR is transformed to triangle P'Q'R'. Triangle PQR has vertices P(3, −6), Q(0, 9), and R(−3, 0). Triangle P'Q'R' has vertices P'(1, −2), Q'(0, 3), and R'(−1, 0).

Plot triangles PQR and P'Q'R' on your own coordinate grid.

Part A: What is the scale factor of the dilation that transforms triangle PQR to triangle P'Q'R'? Explain your answer. (4 points)

Part B: Write the coordinates of triangle P"Q"R" obtained after P'Q'R' is reflected about the y-axis. (4 points)

Part C: Are the two triangles PQR and P''Q''R'' congruent? Explain your answer. (2 points)

The complete proofs with all the reasons and statements; have been enumerated below

The image showing the given triangle is missing and so i have attached it.

From the attached image, we can deduce that;

Statement 1; AB * BE = CB * BD

Reason 1; Given

Statement 2; CB/BE = AB/BD

Reason 2; Property of Cross Multiplication

Statement 3; ∠ABC ≅ ∠DBE

Reason 3; Vertical Angles

Statement 4; ΔABC ~ ΔDBE

Reason 4; SAS property of similarity

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Answer:

15 pizzas.

Step-by-step explanation:

The rate is 3 pizzas for every 7 people. If there are 35 people at the party (7 times 5), the amount of pizzas you should buy is 15 pizzas (3 times 5). Hope I  explained that well (^^'')

Answer:

Step-by-step explanation:

3

(a) Not of exponential order.

(b) Not of exponential order.

(c) Exponential order with c = 2.

(d) Not of exponential order.

(e) Not of exponential order.

To determine if a function is of exponential order, we need to check if there exist positive constants M and c such that |y(t)| ≤ M[tex]e^{ct}[/tex] for all t ≥ t₀, where t0 is some starting point.

Let's analyze each function:

(a) y(t) = 5t² + 24 + 1

This function is not of exponential order since it contains a quadratic term (t²) and does not satisfy the exponential order condition.

(b) y(t) = sin(3t)

The sine function is periodic and oscillates between -1 and 1. It is not bounded by an exponential function. Therefore, it is not of exponential order.

(c) y(t) = 4[tex]e^{2t}[/tex]

The exponential function [tex]e^{2t}[/tex] grows exponentially as t increases. The constant multiplier 4 does not affect the exponential growth. Therefore, this function is of exponential order with c = 2.

(d) y(t) = [tex]e^{t^{2} }[/tex]

The exponent t² grows faster than any exponential function with a constant base. Therefore, this function is not of exponential order.

(e) y(t) = cost [tex]e^{3t}[/tex]

The exponential function [tex]e^{3t}[/tex] grows exponentially as t increases. However, the cosine function oscillates between -1 and 1, which prevents the overall function from being bounded by an exponential function. Therefore, it is not of exponential order.

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Answer:

d = 83

Step-by-step explanation:

Answer:

d=83°

Step-by-step explanation:

the sum of the inner angles is equal to 360°

so

127+67+d+d=360

194+2d=360

2d=166

d=83°

Answer:

Step-by-step explanation:

65,115,115

The statement "W is a subspace of P2" is true, as W satisfies the conditions for being a subspace: closure under addition and scalar multiplication, and containing the zero vector.

The statement "W is a subspace of P2" is true.

To show that W is a subspace, we need to verify the three conditions for subspace:

W is closed under addition: For any two polynomials p(x) = a + 2x + bx^2 and q(x) = c + 2x + dx^2 in W, their sum p(x) + q(x) = (a + c) + 4x + (b + d)x^2 is also in W. Therefore, W is closed under addition.

W is closed under scalar multiplication: For any polynomial p(x) = a + 2x + bx^2 in W and any scalar k, the scalar multiple kp(x) = ka + 2kx + kbx^2 is also in W. Therefore, W is closed under scalar multiplication.

W contains the zero vector: The zero polynomial 0 = 0 + 0x + 0x^2 is in W since a = b = 0. Therefore, W contains the zero vector.

Since W satisfies all three conditions for subspace, it is indeed a subspace of P2.

Hence, the statement "W is a subspace of P2" is true.

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Answer:

1/6

Step-by-step explanation:

there is only one side in which there is 3 out of total six sides so 1/6

The t-statistic of the slope coefficient is -19 is the answer.

Suppose a regression was run between y and one x variable.

The coefficient of the x variable (slope coefficient) was -0.76.

The associated standard error of the slope coefficient was 0.04, and p value of the slope coefficient was 0.

The t stat of the slope coefficient is -19.

To find the t-statistic value, divide the slope coefficient by the standard error.

This is given as t = slope / SE.

We have the values of the slope and the SE in the problem.

Substitute these values to get the t-statistic.t = -0.76 / 0.04 = -19

From this calculation, we can see that the t-statistic of the slope coefficient is -19.

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Answer: hello your question is incomplete below is the missing part

Based on your simulation, what is the average amount of error you expect to see in the sample proportions in this situation?

answer : 0.0458

Step-by-step explanation:

In 2005 - 2007 : 30% of all current smokers started smoking before the age of 16

n ( sample size ) = 100 smokers

The average amount of error expected can be calculated as

[tex]\sqrt{pq/n}[/tex]  = [tex]\sqrt{0.3*0.7/100}[/tex] = 0.0458

where : p = 0.3

             q = 0.7

              n = 100

Answer: 6773.27

Step-by-step explanation: volume formula for the cone is pie(radius)^2(height/3) just plug in your information into the formula and viola

Answer:

It would be C since a scale factor of 2 makes the original A coordinate of (3,3) times 2 therefore the new coordinates being (6,6)

Step-by-step explanation:

Answer:

graph is shown

Step-by-step explanation:

slope: -1/3

y intercept: (0,-17/3)

Answer:

5 hours and 24 minutes

Step-by-step explanation:

sorry if im wrong

Answer:

5.4 hours

Step-by-step explanation:

I'm not 100 percent sure

hope this helped ;)

the derivative of y with respect to x, or dy/dx, for the given equation is y' = (y - 12x) / (1 - x).

We start by differentiating both sides of the equation with respect to x.

For the left-hand side, the derivative of y + 3 with respect to x is simply dy/dx, or y'.

For the right-hand side, we need to apply the product and chain rules.

Differentiating xy with respect to x gives us x(dy/dx) + y.

Differentiating -6x² with respect to x gives us -12x.

Putting it all together, we have y' + 0 = x(dy/dx) + y - 12x.

Rearranging the equation, we get y' = (y - 12x) / (1 - x).

Therefore, the derivative of y with respect to x, or dy/dx, for the given equation is y' = (y - 12x) / (1 - x).

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Answer:

y=2x+4

Step-by-step explanation:

y=2x+4

Answer:

y = 2x + 4

Step-by-step explanation:

The formula for the equation of a line is y = mx + b, where m is the slope and b is the y-intercept. The y-intercept is where the line passes through the y-axis, which would be (0,4), which is positive. To find the slope, find where the line passes through a point, and then count how many units there are till the next point. For this example, you could start from the y-intercept, (0, 4) and to get to the next point, you will go up 2 units, and the right 1 unit. This means that the slope is 2/1 (because it's rise over run) which is the same as 2. So just plug it into the equation, and you get y = 2x + 4.

I hope this helped! :)

Answer:

17x

Step-by-step explanation:

so first 2x is 2 x x = 2x

then +10 =12x then 5 + x = 5x so 5x + 12x = 17x

Answer:

I think the correct answer is....... The measure of center for table 1 is 61, 62, 58, and 57 inches. The most kids had the same number of inches in this category.

I'm not 100% sure so try at your own risk

Have a great day!

The center of measures of table 1 height (task1) are Mean of heights of siblings are 58.29. Median of the height of 24 siblings are 61.5. Mode of the height 24 siblings 57,58,61,62 are the heights in inches.

Measures of center of data set is also "a way of describing data set. The two most widely used measures of the center is mean and median".

Mean is the process of "adding all values and then divided by total number of values".

Median is the "process of arranging data value in ascending or descending order and then divided data set into two if 'n' is odd then middle  point is the median or if 'n' is even then sum of two mid value and then divided by two".

Mode can be one, "two or more in the given data set. The number or data point which have more frequency is taken as mode".

According to the question,

Measures of center is the most appropriate for the data in Table 1 (Height) in Task 1.

Heights in inches                       Frequency

         55                                             1

          57                                              3

          58                                             3

          59                                              2

          60                                              1

          61                                               3

          62                                              3

          63                                              2

          64                                              2

          65                                              2

          66                                              1

           67                                              1

Total number of frequency = N = 1+3++3+2+1+3+3+2+2+2+1+1 =24. Number of siblings n =12

Mean = ∑(Height of inches × Frequency of height)/Total number of frequency.

= [tex]\frac{(55*1+57*3+58*3+59*2+60*1+61*3+62*3+63*2+64*2+65*1+66*1+67*1)}{24}[/tex]

= [tex]\frac{1399}{24}[/tex]

= 58.29.

Mean of heights of siblings are 58.29

Median of the height of 24 siblings are sum of 61 and 62 divided by 2.

= [tex]\frac{61+62}{2}[/tex]                           [since 'n' is odd]

=61.5.  

Median of the height of 24 siblings are 61.5.

Mode of the height 24 siblings 57,58,61,62 are the heights in inches.

Hence, the center of measures of table 1 height (task1) are Mean of heights of siblings are 58.29. Median of the height of 24 siblings are 61.5. Mode of the height 24 siblings 57,58,61,62 are the heights in inches.

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Nia's original class average was 89%. After increasing it by 3%, she now has a 92% in her math class.

1. Let's assume Nia's original class average was X.

2. She increased her class average by 3%, which can be represented as X + (3/100)X.

3. According to the question, X + (3/100)X = 92.

4. Simplifying the equation, we have (103/100)X = 92.

5. To find X, we divide both sides of the equation by (103/100): X = (92 * 100) / 103.

6. Calculating the value, X ≈ 89.32.

7. Therefore, Nia's original class average was approximately 89.32%.

8. After increasing it by 3%, her new class average is 89.32% + (3/100) * 89.32% ≈ 92%.

Note: The values have been rounded for simplicity.

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Answer:

8 people can go

Step-by-step explanation:

Temperature is an average measure of the kinetic energy of particles of matter.

Temperature can be in negative degrees.

The temperature at the end of the day is -3°F.

Temperature is an average measure of the kinetic energy of particles of matter.

The Celsius scale is generally used for measuring most temperatures.

The Fahrenheit (°F) temperature scale is also used.

We have,

The temperature at the beginning of the day = 6°F

The temperature drop by the end of the day = 9°F

Temperature can also be in negative degrees.

The temperature at the end of the day:

= 6°F - 9°F
= -3°F

Thus the temperature at the end of the day is -3°F.

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Answer:

first is some and second is all

Step-by-step explanation:

PLEASE GIVE BRAINLIEST!!!!!!!!!!

Answer:

1. All

2. Some

Step-by-step explanation:

I belive this awnser is correct

Answer:

$36

Step-by-step explanation:

Given :

Interest rate, r = 8% = 0.08

Principal, P = 150

Time, t = 3 years

Simple interest = (principal * rate * time)

Simple interest = (150 * 0.08 * 3)

Simple interest = $36

Answer:

[tex]\angle ABC[/tex] and [tex]\angle ADC[/tex] will change

[tex]\angle ABC[/tex] equal [tex]\angle ADC[/tex]

Step-by-step explanation:

Given

See attachment for complete question

Required

What happens when AC changes

(a) [tex]\angle ABC[/tex] and [tex]\angle ADC[/tex] are formed from points A and C. So, a change in AC will result to a change in the measures of [tex]\angle ABC[/tex] and [tex]\angle ADC[/tex].

(b) [tex]\angle ABC[/tex] and [tex]\angle ADC[/tex] are in the same segment, meaning that they will always have the same measure

For the sequence of functions fr : [0,1] → R defined recursively by fo(x) = 1, fn(x) = Vxfn-1(x), n > 1, the sequence converges on [0, 1] and the convergence is uniform.

First, we need to show that the sequence is pointwise convergent. To do that, we take an arbitrary x ∈ [0,1] and use induction on n to prove that fn(x) is convergent.

Let A = sup{f1(x), 1}

Since f1(x) = √x ≤ 1, there exists a decreasing sequence (an) such that f1(x) ≤ an ≤ 1 for all n.

Noting that an → √A (since an is decreasing and bounded below), we have:

fn(x) = √x*fn-1(x) ≤ √A * fn-1(x)

Now, by induction, we have:

f2(x) ≤ √A * f1(x) ≤ √A * a1 ≤ √Afn(x) ≤ √A * fn-1(x) ≤ √A * an-1 ≤ A for all n.

So, by the squeeze theorem, fn(x) is convergent and since this holds for all x, the sequence is pointwise convergent.

We need to show that the sequence is uniformly convergent on [0,1].

Let ε > 0 be arbitrary and let N be such that |an - A| < ε/2 for all n > N.

Let M be such that 1/M < ε/2.

We want to show that |fn(x) - A| < ε for all x ∈ [0,1] and all n > N.

If n ≤ N, then we can write:

|fn(x) - A| ≤ |f

n(x) - an| + |an - A| < ε for all x ∈ [0,1].

So, assume n > N. Then we have:

|fn(x) - A| = |fn(x) - an + an - A| ≤ |fn(x) - an| + |an - A| < ε/2 + ε/2 = ε for all x ∈ [0,1] by the definition of N and M.

Therefore, the sequence is uniformly convergent on [0,1].

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Answer:

4x - 2y can be simplified as 2(2x - y)

Answer:

Explanation: Realize that 4x2−25 is a difference of squares. Differences of squares, such as a2−b2 , can be factored into (a+b)(a−b) . Since 4x2=(2x)2 and 25=(5)2 , we can say that 4x2−25=(2x+5)(2x−5)

Step-by-step explanation:

Answer:

(2x + 5)(2x - 5)

Step-by-step explanation:

a² - b² = (a + b)(a - b)

4x² = 2²x²= (2x)²

25= 5* 5 = 5²

4x² - 25 = (2x)² -  5²         {a= 2x  ; b = 5}

             = (2x + 5)(2x - 5)

Answer:

>

Step-by-step explanation:

sqrt{17} > sqrt{11}

Answer: >

Step-by-step explanation: the square root of 17 is going to be larger than the square root of 11. since you add 3 to both equations, that is all you have to worry about.

If we double the length of the pendulum, the period of the pendulum will be approximately 1.4 times longer than it was before. This relationship between the length and period of a pendulum is very important, as it allows us to calculate the length of a pendulum needed to produce a desired period. This relationship is also used in many applications, such as clocks and metronomes.

The period of a pendulum is the time it takes to swing back and forth through one complete cycle. The period of a pendulum is affected by the length of the pendulum, the acceleration due to gravity, and the amplitude of the swing. If the length of a pendulum is doubled, the period of the pendulum will also double. The reason for this is that the period of a pendulum is directly proportional to the square root of its length.

This means that if the length of the pendulum is increased by a factor of 2, the period of the pendulum will increase by a factor of sqrt(2).

Mathematically, this can be expressed as: T = 2π * sqrt(L/g).

Where T is the period of the pendulum, L is the length of the pendulum, and g is the acceleration due to gravity.

If we double the length of the pendulum (L), the equation becomes T = 2π * sqrt(2L/g).

Taking the ratio of the new period to the original period, we get: T_new/T_old = sqrt(2).

Therefore if we double the length of the pendulum, the period of the pendulum will be approximately 1.4 times longer than it was before. This relationship between the length and period of a pendulum is very important, as it allows us to calculate the length of a pendulum needed to produce a desired period. This relationship is also used in many applications, such as clocks and metronomes.

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