the product of 215 and 2​

The answer is D) AABC is translated 1 unit right, then rotated 90° clockwise about the origin

If you follow the steps translating triangle ABC to A"B"C" and rotating it. You will get that answer. I can envision it mentally simply by following one coordinate at a time which can help me during tests and is how the translations work.

For instance if you moved the A coordinate 2 units to the right it would sit on the y axis, and when rotated 90 degrees wouldn't 1 unit above the x axis but on it. You can simply use mental math for questions like this because they are simple enough to follow where you just pick a coordinate and do the translating and dilating based on what you are given.

Sorry if it's not a mathematical explanation but it's how I usually solve these questions! Hope I could help!!
~Neo

The Sequence of Transformation that has been applied is; D. AABC is translated 1 unit right, then rotated 90° clockwise about the origin.

From triangle translation of ABC to A"B"C" and rotation of it, we can see that;

If we moved the A coordinate 2 units to the right it would sit on the y axis, but when rotated 90°, it would be 1 unit on the x axis.

Thus, applying the principe of translation and rotation we can say that AABC is translated 1 unit right, then rotated 90° clockwise about

the origin.

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The total number of legs of the animals on the farm is 10010.Let's break down the information given and calculate the total number of legs of the animals.

Given:The farmer has 65 cows.The number of goats she has is thirty times the number of cows, which means she has 30 * 65 = 1950 goats.

The number of goats is two times the number of chickens. Let's denote the number of chickens as C. Therefore, we have 2C = 1950.

From the equation above, we can solve for C: C = 1950 / 2 = 975 chickens.

Now, let's calculate the total number of legs:

The number of cow legs is 65 * 4 = 260 legs.

The number of goat legs is 1950 * 4 = 7800 legs.

The number of chicken legs is 975 * 2 = 1950 legs.

Adding up all the legs, we have:

260 + 7800 + 1950 = 10010 legs.

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Answer:

5

Step-by-step explanation:

first you have to subtract x for example 0-5 square and use it on y and then square root both of them you will got the answer

From the graph attached below, the solution to the system of linear inequalities are (1, 4)

A system of linear inequalities is a collection of linear inequalities in the same variables. The solution is any ordered pair that satisfies each of the inequalities.

In the problem given;

y < - x + 5 ...eq(i)

y ≥ 3x + 1 ...eq(ii)

To determine the solution to the system of linear inequalities, it is easier for us to use graphical method. This is simply done by plotting the points and determine the coordinate at which both inequalities intersect.

From the graph of the system of linear inequalities, the solution to this is (1, 4) which is option E

Kindly find attached graph below

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Answer

B

explanation

3480ones = 3480x1=3480

the height of a binary tree is the number of edges in the longest path from the root to a leaf.The best-case height of a binary tree with seven nodes is 3.

A binary tree is a type of tree structure consisting of nodes that are connected by edges. The number of edges in the longest path from a binary tree's root to a leaf determines the tree's height.In the best-case scenario, the binary tree is perfectly balanced and each node has exactly two children. With seven nodes, the best-case height is three because each node has two children and three edges connect the root node to the leaves. This means that the longest path from the root to a leaf is three edges, resulting in a height of three.

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There are 16 total triangles in the picture.

You will need to use a Outer-to-Inner approach or big-to-small approach in order to accurately identify the number of triangle in a given shape.

The Outer-to-Inner approach is simply counting from the outermost shape until it gets to the innermost part.

From the picture, starting with the lower shape, we can see that there are 3 triangles first before the the other one intersect from the upper part.

After the intersection, 5 more triangles are produced from the lower shape making a total of 8 triangles.

But since both lower and upper shape are equal in size, then we can as well assume the upper shape produced 8 triangles too.

The sum of the triangles is now 8 + 8 = 16.

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Answer:

7/9

Step-by-step explanation:

7/15 ÷ 3/5

Copy dot flip

7/15 * 5/3

7/3 * 5/15

7/3 * 1/3

7/9

Answer:

5/2 or 2.5

Step-by-step explanation:

Divide both sides by 2.

Answer:

\(y =-\frac{1}{2}x + 8\)

Step-by-step explanation:

Given

Perpendicular to \(y = 2x + 1\)

Pass through \((4,6)\)

Required

Determine the line equation

First, we need to determine the slope of \(y = 2x + 1\)

An equation is of the form:

\(y = mx + b\)

Where

\(m = slope\)

In this case:

\(m =2\)

Next, we determine the slope of the second line.

Since both lines are perpendicular, the second line has a slope of:

\(m_1 = \frac{-1}{m}\)

\(m_1 = \frac{-1}{2}\)

\(m_1 = -\frac{1}{2}\)

Since this line passes through (4,6); The equation is calculated as thus:

\(y - y_1 = m_1(x - x_1)\)

Where

\((x_1,y_1) = (4,6)\)

This gives:

\(y - 6=-\frac{1}{2}(x - 4)\)

Open bracket

\(y - 6=-\frac{1}{2}x + 2\)

Add 6 to both sides

\(y +6- 6=-\frac{1}{2}x + 2+6\)

\(y =-\frac{1}{2}x + 8\)

The average rate of change for the function f(x)= 3^x + 25 using the intervals of x=2 to x=6 is 6.75

The function is given as:

f(x) = 3^x + 25

The interval is given as:

x = 2 to 6

Start by calculating f(2) and f(6)

f(2) = 3^2 + 25 = 34

f(6) = 6^2 + 25 = 61

The average rate of change is then calculated as:

\(m = \frac{f(6) - f(2)}{6 -2}\)

This gives

\(m = \frac{61 - 34}{6 -2}\)

\(m = \frac{27}{4}\)

m = 6.75

Hence, the average rate of change is 6.75

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Answer: Half of them are even and half of them are odd.

Step-by-step explanation:

The even numbers are 6, 12, 18, 24, and 30. An even number is defined as a number that is divisible by 2, meaning it has no remainder when divided by 2. For example, 6 divided by 2 equals 3 with no remainder, so 6 is even.

The odd numbers are 3, 9, 15, 21, and 27. An odd number is defined as a number that is not divisible by 2, meaning it has a remainder of 1 when divided by 2. For example, 9 divided by 2 equals 4 with a remainder of 1, so 9 is odd.

Therefore, out of the given numbers, half of them are even and half of them are odd.

________________________________________________________

By using the Unitary Method we get the number of children who went on an excursion was 63. Thus, the total number of children at school is 90.

We are given that,

No. of children who stayed at school is 27,

Also, 70% of the children went on an excursion.

Suppose, the total number of children in percentage is 100%

Out of which 70% went on an excursion

Thus, the children who stayed at school is 100% - 70% = 30%

By using the Unitary method, we can find out the number of 70% of children.

If 30% of the children are 27

Then 70% of the children are = 27 × 100

                                                        30

                                                 = 63

∴ the total no. of children in the school = 27 + 63

                                                                 = 90

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The teacher can thus use social sciences as a vehicle to develop mathematical skills by facilitating the development of skills such as data interpretation and analysis.

As an instructor, I would use social sciences to develop mathematical skills in the following manner:Consider a social science topic like demography. In this case, a teacher could use mathematics to assist students in interpreting population statistics.

Teachers might guide students to gather information about population size, growth rate, and geographical distribution from various countries and then use statistics to analyze the data.

For example, a teacher could give students graphs or charts to help them understand population growth rates. They can be asked to make comparisons and identify trends.

In this way, students' understanding of the population is improved, as is their mathematical reasoning.Aside from using mathematics to interpret population statistics,

the teacher can also incorporate mathematical skills development in social sciences by using methods that involve understanding and analysis of data. In other words, students learn how to use data to reach conclusions and make decisions.

They learn how to interpret data and how to extract information from it.This method of teaching creates opportunities for the use of the same skills in different contexts and areas of learning.

It enables students to see connections between subjects and fosters an integrated approach to learning.

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Answer:

8

Step-by-step explanation:

I will just calculate the population of every detail for ease.
800 total students.
800 * 60% or 0.6 = 480
480 girls.
480 * 50% or 0.5 = 240
240 music class girls.
240 * 10% or 0.1 = 24
24 music class girls.
so 24 music class girls that are into volleyball and 32 team girls.
32-24 = 8
8 of the team girls are not into music.

Answer:

42°

Step-by-step explanation:

According to Exterior Angle Theorem,

an exterior angle of a ∆ is equal to the sum of the opposite interior angles.

So,

h+96°=138°

h=138°-96°

h=42°

(a). The graph of y = -f(x) is shown in the image below.

(b). The graph of y = g(-x) is shown in the image below.

By reflecting the parent absolute value function g(x) = |x + 2| - 4 over the x-axis, the transformed absolute value function can be written as follows;

y = -f(x)

y = -|x + 2| - 4

Part b.

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical equation (formula):

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = rise/run

Slope (m) = -2/4

Slope (m) = -1/2

At data point (0, 5) and a slope of -1/2, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - 5 = -1/2(x - 0)

g(x) = -x/2 + 5, -4 ≤ x ≤ 4.

y = g(-x)

y = x/2 + 5, -4 ≤ x ≤ 4.

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Answer:

\( 2^{2x + 2} = 2^{4x - 4} \)

Step-by-step explanation:

\( 4^{x + 1} = 16^{x - 1} \)

\( 2^{2(x + 1)} = 2^{4(x - 1)} \)

\( 2^{2x + 2} = 2^{4x - 4} \)

Answer:

my brain exploded trying to answer it sorry

Step-by-step explanation:

dang

Answer:

Jaylon has completed 12 problems.

Step-by-step explanation:

(This is how I learned it- I'm not sure if you have been taught this way..)
Step 1. Set up a proportion
\(\frac{60}{100} = \frac{x}{20}\)
Step 2. Do 200x 60 to get 1200
Step 3. Get this equation
\(\frac{1200}{100} = x\)
Step 4. Get the answer of 12
I hope this helps! :)

Answer:

Jaylon has completed 12 problems so far

Step-by-step explanation:

Step 1:  Determine the amount of problems that were completed

(Total number of problems) * (Percent of completed problems)

(20) * (60% / 100%)

(20) * (0.6)

12

Answer:  Jaylon has completed 12 problems so far

If you're looking for x, then:

2 = |x|-1

lxl-1 = 2

lxl-1+1=2+1

lxl=3

so x = -3, x=3

Step-by-step explanation:

Flip f(x) about the x-axis by multiplying it by -1

  - f(x)

  the squish it skinnier by multiplying it by 4

g(x) = - 4 f(x)   = -4 x^2

The correct answer is neither

The price of the couch after a markup of 15% is $791.78.

A percentage is a value per hundredth. Percentages can be converted into decimals and fractions by dividing the percentage value by a hundred.

Given, The original cost of the couch is $810.

First, they had given a discount of 15% and then they marked up by 15%.

Therefore, The cost of the couch after the markup is,

= 810×(85/100)×(115/100).

= 810×0.85×1.15,

= $791.78.

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Answer:

See below

Step-by-step explanation:

3/5 = 0.6 = 60%.

3/20 = 0.15 = 15%.

7/20 = 0.35 = 35%.

1/5 = 0.2 = 20%.

12/18 = 0.666... = 66.6%...

5/125 = 0.04 = 4%

1/50 = 0.02 = 2%.

Answer:

1. 3/5 is 0.6 as a decimal and 3/5 is 60%

2. 3/20 as a fraction and 15%

3. 35/100 which is simplified to 7/20 and is 0.35 as a decimal

4.  1/5 as a fraction and 20%

5. 0.666666667 as a decimal and is 66.6667%

6. 5/125 as a decimal is 0.04 and as a percent is 4 percent

7. is 1/50 as a fraction and 2%

please give brainliest, that was awfully a lot.

i hope this helps.

-v <3

Step-by-step explanation:

Answer:

x=-3 work shown in picture

Answer:

x=(-24)

Step-by-step explanation:

8+6=14

(-10)-14=(-24)

Therefore x=(-24)

Plz mark as brainliest, I am close to expert

Answer:

The result of the integral is \(\frac{\pi}{4}(\cos{4}-\cos{1})\)

Step-by-step explanation:

Polar coordinates:

In polar coordinates, we have that:

\(r^2 = x^2 + y^2\)

\(\int \int_{R} dA = \int \int_{R} r dr d\theta\)

In which r is related to the radius values, while \(\theta\) is related to the angles in the trigonometric circle.

In this question:

R is the region in the first quadrant

In the first quadrant in the trigonometric circles, the angles go from 0 to \(\frac{\pi}{2}\), which means that this are the outer limits of integration.

Between the circles with center the origin and radii 1 and 2

This means that the inner limits of integration are between 1 and 2.

The integral will be given by:

\(\int \int_{R} \sin{x^2+y^{2}} dA = \int_{0}^{\frac{\pi}{2}} \int_{1}^{2} \sin{r^2} r dr d\theta\)

Inner integral:

\(\int_{1}^{2} \sin{(r^2)} r dr\)

By substituion,

\(u = r^2\)

\(du = 2r dr\)

\(dr = \frac{du}{2r}\)

So

\(\int_{1}^{2} \sin{(r^2)} r dr = \int_{1}^{2} \sin{u} r \frac{du}{2r}\) = \frac{1}{2} \int_{1}^{2} \sin{u} du\)

Integral of sine is minus cosine. So

\(\frac{1}{2}(\cos{u})|_{1}^{2}\)

Before replacing, we substitute back u.

\(\frac{1}{2}(\cos{r^2})|_{1}^{2} = \frac{1}{2}(\cos{4}-\cos{1})\)

Outer integral:

\(\int_{0}^{\frac{\pi}{2}} \frac{1}{2}(\cos{4}-\cos{1}) d\theta\)

\(\frac{\theta}{2}(\cos{4}-\cos{1})_{0}^{\frac{\pi}{2}}\)

\(\frac{\pi}{4}(\cos{4}-\cos{1})\)

The result of the integral is \(\frac{\pi}{4}(\cos{4}-\cos{1})\)

Answer:

i dont understand the question can you write the rest of the question.

Step-by-step explanation:

n

Answer: 132 cm cubed

Step-by-step explanation:

0.5*3*4*2=12

10*5=50

4*10=40

3*10=30

30+40+50+12=132 cm cubed