lisa leaves the house to drive to school. she drives 9 miles north and 40 miles west. how far is she from her starting point?

Answer:

\(A_{new}=(-3,0)\\B_{new}=(0,-1)\\C_{new}=(1,-4)\\D_{new}=(-3,-5)\)

Step-by-step explanation:

Looking at the diagram, you can see and determine the following points, write them down:

A=(-1,4)

B=(2,3)

C=(3,0)

D=(-1,-1)

Translating 2 units left means x changes by (-2)

Translating 4 units down means y changes by (-4)

Old Point + Point Change = New Point

\(A_{old}+T=A_{new}\\A_{old}=(-1,4)\\T=Translation=(-2,-4)\\A_{old}+T=(-1,4)+(-2,-4) = A_{new}=(-3,0)\)

\(B_{old}=(2,3)\\C_{old}=(3,0)\\D_{old}=(-1,-1)\\T=(-2,-4)\\B_{new}=(2,3)+(-2,-4)=(0,-1)\\C_{new}=(3,0)+(-2,-4)=(1,-4)\\D_{new}=(-1,-1)+(-2,-4)=(-3,-5)\)

Answer:

x-int: (-250, 0) y-int: (100, 0)

Answer:

the y-intercept is ( 0,100) and the x- intercept is (-210,0)

correct me if i am wrong?

Step-by-step explanation:

Answer:

In the equation y = 2 cos(5x + 3) - 6, we can ignore the coefficients 2 and -6 for the purposes of calculating the period because they do not change the period. They only change the amplitude (2) and vertical shift (-6) of the function.

The coefficient 5 in front of x inside the cosine function affects the period of the function. It is a horizontal compression/stretch of the graph of the function.

The period of the basic cosine function, y = cos(x), is 2π. When there is a coefficient (let's call it b) in front of x, such as y = cos(bx), the period becomes 2π/b.

So, in your case, b = 5, so the period T of the function y = 2 cos(5x + 3) - 6 is:

T = 2π / 5

This is the simplest form for the period of the given function.

The number of outfits that the CEO can wear to his office would be = 1050

Combination can be defined as the number of possible arrangements that can be gotten from a number of a given value of item.

From the question,

The number of pairs of pants owned by the CEO = 10

The number of shirts owned by the CEO= 7

The number of ties owned by the CEO = 3

The number of jackets owned by CEO = 5

Therefore the different types of outfit that the CEO can wear to the office = 10×7×3×5 = 1050

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Answer:

4 1/2

Step-by-step explanation:

3(1/3) divided by 2(3)2nd power

Answer:

It is concluded that no difference exists in the comprehension of the lab based on the test scores.

Step-by-step explanation:

Let the populations be normally distributed with a populations standard deviation of 5.32 points for both the text and visual illustrations.

The above statement tells us that the independent t or two sample t test will be performed as both have equal variances and are normally distributed.

This can be easily done through excel.

The following table is obtained

t-Test: Two-Sample Assuming Equal Variances  

                 Text                      Visual Illustrations

Mean          70.28                       75.08

Variance 304.48                     228.58

Observations 15                             15

Pooled Variance Sp²= 266.53

       Pooled Standard Deviation = Sp = 16.33

Hypothesized Mean Difference = x1`-x2`= 0

df = n1+n2-2= 15+15-2= 30-2= 28

t Stat -0.805188239

P(T<=t) two-tail 0.427495979                      

t Critical two-tail 1.701130908                              

Let the null and alternate hypotheses be

H0 : u1-u2= 0   against the claim Ha: u1-u2≠0

There is no difference between the means

against the claim

that there is a difference in means of a lab assignment among students depending on if the instructions are given all in text, or if they are given primarily with visual illustrations.

The significance level is ∝= 0.1

The d.f is n1+n2-2= 15+15-2= 30-2=28

This is a two tailed test and the critical region is t (0.025) (28) ≥ 1.7011 and  t (0.025) (28) ≤ - 1.7011.

The test statistic is

t= x1-x2/ Sp √1/n1+ 1/n2

t= 70.28 -75.08/ 16.33√1/15 +1/15

t= -4.8/5.963

t= -0.8049811  ( minute difference from excel result due to rounding)

Since the calculated value of t= -0.8049 does not fall in the critical region we conclude that there is no difference in means of a lab assignment among students depending on if the instructions are given all in text, or if they are given primarily with visual illustrations.

We accept the null hypothesis.

The p- value is 0.427495979.

Answer:

The asnwer is 20%

Step-by-step explanation:

80 times .20 is 16, 80-16 is 64, hoipe i helped!

The given equation is,

Thus, (4,0) is the required solution.

Answer:34

Step-by-step explanation:

Answer:

yx≤1.25

Step-by-step explanation:

y>4x-5

-4x

y-4x>-5

÷-4    ÷-4

yx<1.25

Answer:

10 cats were at the shelter on wednesday

Step-by-step explanation:

Answer:

25% because there is 4 side causing it to be 1/4 chance

Step-by-step explanation:

Answer:

x = 69

y = 69

Step-by-step explanation:

Since AB is parallel to CD

x = 69 ( They are alternate angles)

and

y = 180 - 111 ( Co - interior angles)

y = 69

Answer:

Both of these curves are equal to each other.

Step-by-step explanation:

We have

\(x(t) = 4 + t\)

and

\(y(t) = 2 \sqrt{t} \)

Solve for t in the x function

\(x = 4 + t \)

Subsitue this in for t.

\(y = 2 \sqrt{x - 4} \)

We get

a square root function shifted to right 4 units and stretched vertically by a factor of 2.

We can also prove this by graphing.

Using supplementary angles, and the sum of the internal angles of a triangle, the measures are given as follows:

<xyz = 108º and <yxz = 60º, first option.

To find the measure of <yxz, we have to consider that each angle is supplementary with it's external angle, that is, the sum of their measures is of 180º.

From the image, the external angle of <yxz is of 120º, hence:

<yxz + 120º = 180º.

<yxz = 60º.

To find the measure of angle xyz, we have to consider that the sum of the internal angles of a triangle is also of 180º, hence, considering the given angle and the angle found at the previous step, we have that:

<xyz + 60º + 12º = 180º

<xyz + 72º = 180º

<xyz = 108º.

Hence the first option is correct for the measures of the angles.

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Answer:

I answered your duplicate question. Make sure to check out the answer, and I hope it helps!

Answer:

Um, the second one is 120 units..

Step-by-step explanation:

Answer:

The first one is 64 sq un

The second one is 120 sq un

Step-by-step explanation:

I do Rsm lol I cant figure out the third one

Answer:Other person is correct. here are the summarized answer for my unit test right triangles and trigonometry unit test

1. side lengths 24, 32, and 40

right

2.  a is right angle m b = 45

14\/2

3.quilt squares hypotenuse 18

9\/2

4.what are the values of the variables in the triangle below  y,  x,  30 degrees, 12\/3

x=18 y=6\/3

5.cos_=9/5

63.26

6. victor drives 300 meters up hill

292.3

7. the students in Mr. Collins class 59 degrees    63 feet

105 feet

8. an airplane pilot        5172 meters

912

9.  to find the height of a pole  140 feet away     4 feet tall    44 degrees

139 feet

10. art piece      21in

191.0

11. a grid shows the positions of a subway     (-7,-1)      (-3,4)

6

12. triangle def m d 44   m d 61       ef 20 in

27.8

13.measure of j     16    103 degrees   11

42

14. triangle fgh   fh 8      fg 13       m f 72 degrees

35.9

15.  in triangle xyz    xy 13     yz  20      xz 25

31

Won't do written part.

Step-by-step explanation:

Answer:

i think it is 105

but 105 divide by 11 is 9.54

Answer:

what are the options

Step-by-step explanation:

Answer:

15

Step-by-step explanation:

|-7|=7

|8|=8

7+8=15

Answer:

Step-by-step explanation:

Since you didn't state what you're looking for, I will lost out all the angles in the picture instead.

Given that

∠CEF = 150°

∠ECA = 32°

∠CEA = 180 - ∠CEF(angles in a straight line)

∠CEA = 180 - 150

∠CEA = 30°

∠EAC = 180 - ∠CEA - ∠ECA(angles in a triangle)

∠EAC = 180 - 30 - 32

∠EAC = 118°

∠CAB = 180 - ∠EAC(angles in a triangle)

∠CAB = 180 - 118

∠CAB = 62°

∠ACB = ∠CEA = 30°(similar angles)

∠ABC = 180 - ∠CAB - ∠ACB(angles in a triangle)

∠ABC = 180 - 62 - 30

∠ABC = 88°

∠ECB = ∠ECA + ∠ACB(angles in a triangle)

∠ECB = 32 + 30

∠ECB = 62°

∠CEA + ∠ECB + ∠ABC = 180

30 + 62 + 88 = 180°.

Please give brainliest if it helped you <3

The area of the triangle FGH is equal to  13√10 unit²

Given that the vertices;

F(-5,-7), G(-2,-5), and H(-6,-2)

We have to find the area of the triangle as;

Area of triangle = 1/2bh²

Here,

Area of triangle FGH = 1/2 (GH) (FG)²

Now,

Length of FG =  √26

Length of GH =  √10

Then,

Area of triangle FGH = 1/2 (GH) (FG)²

Area of triangle = 1/2 × √10 × √26²

Area of triangle = 1/2 × √10 × 26

Area of triangle FGH = 13√10

Therefore,

The area of the triangle FGH = 13√10 unit²

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The difference in overall gain between selling stock A at the current day's high price or low price and selling stock B at the current day's high price or low price is $239.50.

To determine the difference in overall gain or loss between selling stock A at the current day's high price or low price and selling stock B at the current day's high price or low price, we need to calculate the selling prices of the stocks.

Stock A:

High price = $105.19

Low price = $103.25

Close price = $103.38

Stock B:

High price = $145.18

Low price = $143.28

Close price = $144.05

The investor purchased 50 shares of stock A at $90 per share and 75 shares of stock B at $145 per share.

To calculate the selling prices, we need to multiply the number of shares by the respective selling price.

Selling price of stock A at the high price: 50 shares \(\times\) $105.19 = $5,259.50

Selling price of stock A at the low price: 50 shares \(\times\) $103.25 = $5,162.50

Selling price of stock B at the high price: 75 shares \(\times\) $145.18 = $10,888.50

Selling price of stock B at the low price: 75 shares \(\times\) $143.28 = $10,746.00

Now, let's calculate the difference in overall gain or loss:

Difference in overall gain = Selling price at the high price - Selling price at the low price

= ($5,259.50 + $10,888.50) - ($5,162.50 + $10,746.00)

= $16,148.00 - $15,908.50

= $239.50

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Answer:

where is the graph?

Step-by-step explanation:

how do you expect people to answer your question if the entire question is based on the graph

Answer:

The answer is 104

Step-by-step explanation:

8x14 = 104

104/8 = 13

104 is the answer :)

Algorithm 2 is more efficient than Algorithm 1 because it only needs to loop through the numbers up to upper/11 instead of upper. This means that it will take fewer iterations to reach the result, making it more efficient than Algorithm 1.

Algorithm 1 will make upper/11 more checks than Algorithm 2, resulting in a slower runtime. Additionally, Algorithm 2 avoids the need to check the modulus of each number, further reducing the computation time. Algorithm 2 only needs to loop through the multiples of 11, which are always 11 apart from each other, so it can skip over the other numbers between them.

This makes Algorithm 2 much faster than Algorithm 1 because it is only looping through a fraction of the numbers.

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Answer:

To convert kilometres to metres, divide the value by 1000.

0.7 ÷ 1000 = 700 metres

Kayli swam 700 meters in the swimming pool

Hope this helps!