Can someone help me answer the second one

The function 1/5f(x) compares to the parent function f(x) given as follows:

Vertical shrink/compression by a factor of 1/4.

A translation happens when either a figure or a function are moved horizontally or vertically.

The four translation rules for functions are given as follows:

For a vertical compression or stretch, the definitions are given as follows:

As k = 0.2 < 1, the transformation is a vertical shrink by a factor of 1/5.

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The statement is false, the perimeter of the trapezoid shown is 23 units

To find the perimeter of a trapezoid, you need to add the lengths of all four sides of the trapezoid.

A trapezoid is a four-sided figure with two parallel sides (the bases) of different lengths. The other two sides are called the legs.

The formula for the perimeter of a trapezoid is:

Perimeter = sum of all sides = base1 + base2 + leg1 + leg2

where base1 and base2 are the lengths of the parallel sides and leg1 and leg2 are the lengths of the non-parallel sides.

So, to find the perimeter of a trapezoid, you need to measure or know the length of all four sides and then add them up using the formula above.

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Use the trapezoid shown to mark each statement below as true or false. if false, please rewrite the statement correctly in the space below the statement!

Q: The perimeter of the trapezoid shown is 22 units.

True false?

Mr. Jericho needs to teach his students how to make change. Vygotsky would recommend that he set up a pretend shop and have all of the students act as cashiers in it.

One of the four methods of teaching is the interactive or participative method of teaching. In this method, students are taught certain stuff with the use of hands-on techniques. These include acting out whatever is being taught so that students have a better view of whatever is happening around them.

This method is quite useful and this is exactly what Vygotsky suggested for the students in the class in the very first place.

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On converting the length , 152 centimeter is equivalent to 59.8424 inches .

There are various units of measuring the length , which include , meter (m) , centimeter (cm) , kilometer (km) , inches (in.) ;

In order to convert 152 centimeters (cm) to inches,

We use the conversion factor of 0.3937 inches per centimeter.

So , we multiply the number of centimeters by this conversion factor to get the equivalent length in inches ;

By using this method, we get ;

⇒ 152 cm × 0.3937 inches/cm = 59.8424 inches ;

Therefore, 152 centimeters is equal to approximately 59.8424 inches.

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Answer:

i believe its C

Sorry if its wrong

Step-by-step explanation:

Answer:

(C) 1/6 + 3/6

Step-by-step explanation:

If you want to add fractions all you do is add them across to get your sum.

48 percent of the students in the survey are male.

40 percent of the students in the survey are female

A number or proportion which can be represented as just a percent of 100 is known to as a percentage in math. If we want to calculate a percentage of such a number, multiple this by 100 then divided it by the total. Thus, a part per hundred is what the percentage refers to. Percent signifies for every 100. The sign "%" is used to denote it.

10%, a comparative figure denoting one hundredth of any amount. One percent (symbolised as 1%), being the hundredth component, is represented as 100 percent, while 200 percent signifies twice the amount specified. percentage.

b. 48 males and 40 females were surveyed.

Among the surveyed students, 8 had green eyes, 35 had blue eyes and 45 had brown eyes.

c. the image in below shows the complete table.

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The angle the sun hits the flagpole is approximately 33.69°.

An angle is a geometric shape that is defined as the amount of rotation that occurs between two straight lines or planes. Angles are measured in degrees, with 360° representing a full circle.

We need to apply the inverse tangent function to determine the angle at which the sun strikes the flagpole. We are aware that the triangle's adjacent side is 42 feet long and its opposite side is 25 feet tall (the height of the flagpole) (the length of the shadow). This indicates that the following equation should be used to get the angle:

Angle = arctan(25/42)

Therefore, the angle the sun hits the flagpole is approximately 33.69°.

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In the case of converting 506 kilometers to miles, we get approximately 314.58 miles.

Distance is a physical quantity that refers to the amount of space between two objects or points. In the metric system, kilometers (km) are commonly used to measure distance, while miles (mi) are used in the imperial system. To convert kilometers to miles, we need to use a conversion factor.

The conversion factor for kilometers to miles is 0.621371. This means that one kilometer is equivalent to 0.621371 miles. To find out how many miles are in 506 kilometers, we need to multiply 506 by the conversion factor:

506 km x 0.621371 mi/km = 314.58 miles

Therefore, 506 kilometers is equal to approximately 314.58 miles.

In conclusion, distance can be measured in different units such as kilometers and miles. To convert between these units, we need to use a conversion factor.

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Through (−5, 2); perpendicular to the line y = − 1/2x + 4 will be ⇒ y = 2x + 12 ⇒ y= 2x -3

1. y= - 1/2 x + 4

passes through (-5.2)

line perpendicular to given line

⇒ (slope of given line) * (slope of newline) = -1

(- 1/2) * (m) = -1

∴ m =2

equation of line passing through (-5 , 2) having slope m = 2 is

y- [tex]y_{1}[/tex] = slope ([tex]x-x_{1}[/tex])

y-2 = 2(x-(-5))

y-2 = 2(x=5)

y-2 = 2x + 10

∴ y = 2x + 12

2. parallel to line : 3x + 4y +2=0

⇒ slope = -3/4

4y = -3x -2

∴ y= -3/4x -1/2

y-intercept = 3

since equation of line having slope & y-intercept is, y =mx+c

slope = -3/4 ; y-intercept = 3

y=mx+c

y=-3/4x+3

4y = -3x + 12

∴ 3x =4y = 12

3. line passing through : (-5, -13) & perpendicular to line passes through (-2, -1) & (2, -3)

∴ slope of perpendicular line = [tex]y_{2} - y_{1} / x_{2} -x_{1}[/tex]

= -3 - (-1)/ 2 - (-2) = -3 + 1/4 = -2/4 = -1/2

y- (-13)= 2(x -(-5))

y+13 = 2x + 10

⇒ y= 2x -3

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You can do this on the desmos graph

Answer:

Assuming that 9x2 is [tex]9x^{2}[/tex], the length would be x + 5.

Step-by-step explanation:

The area of a rectangle is length times width.

It's given that the width is 9x, so the length must be multiplied by 9x to get 9x^2 + 45x.

9x * x = 9x^2 and 9x * 5 = 45x

So, 9x(x + 5) = 9x^2 + 45x

The area of the rectangle can be denoted using the expression, (x + 5).

The area of a rectangle is represented by the product of its length and width.

ar RECTANGLE = length X width

to find out the Length of the rectangle, we need to put the following values in the formula:

area = 9x^2 + 45x

width = 9x

let us assume length = L

putting the above values in the formula we get:

9x^2 + 45x = 9x * L

simplifying the area by taking out the common factor, we can write the area to be:

9x * ( x+ 5)

now,

L = [9x * (x+ 5)] / 9x

L = ( x + 5)

Therefore the length of the rectangle can be represented by using the expression; x + 5.

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Answer: B. False

Step-by-step explanation:

(5-4)+10=11

5-(4+10)=-70

Answer: B: False.

Step-by-step explanation:

Use PEMDAS (  Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction ) to solve this problem.

Step One: Solve for (5-4) + 10

1) (5-4) = 1

2) 1 + 10 = 11

Step Two: Solve for 5 - ( 4 + 10 )

1) ( 4 + 10 ) = 14

2) 5 - 14 = -9

11 and -9 are not equal so this statement is false.

The probability of drawing a white marble on the first draw and another white marble on the second draw is 1/3.

Probability theory is an area of mathematics that examines random events. A random event's outcome cannot be predicted before it happens, although it could take any of several different forms. The final result is thought to have been determined by chance.

In everyday speech, the word "probability" has numerous meanings. For the growth and applicability of the mathematical theory of probability, two of these are particularly crucial. One is the representation of probabilities as relative frequencies, which is illustrated by examples from basic teams playing coins, cards, dice, and roulette wheels.

Given that, a bag contains 6 white marbles and 4 black marbles. a marble is drawn from the bag and then a second marble is drawn without replacing the first one.

The total number of balls = 10 marbles.

The probability of drawing a white marble on first draw = 6/10.

The probability of drawing a white marble on the second draw = 5/9.

The probability of drawing a white marble on the first draw and another white marble on the second draw is:

6/10 × 5/9 = 30/90 = 1/3

Hence, the probability of drawing a white marble on the first draw and another white marble on the second draw is 1/3.

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Answer:

12 quarters, 15 dimes

Step-by-step explanation:

Let q be the number of quarters and d be the number of dimes. We set up and solve this system of equations:

.10d + .25q = 4.50

d = 3 + q

.10(3 + q) + .25q = 4.50

.30 + .10q + .25q = 4.50

.30 + .35q = 4.50

.35q = 4.20

q = 12, d = 15

To generate a slope field, use an online slope field generator tool by specifying the differential equation and the range of values for the independent and dependent variables.

A slope field, also known as a direction field, is a visual representation of the solution curves of a differential equation. It shows the direction of the solution curve at various points in the plane, which can help in understanding the behavior of the solution.

To generate a slope field, one can use an online tool that allows specifying the differential equation and the range of values for the independent and dependent variables. The generator then plots the direction vectors at each point in the plane based on the slope of the differential equation at that point.

Slope field generators are commonly used in the study of differential equations to visualize and better understand their solutions and behaviors.

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The value of g in the intersected lines is 28 degrees.

When lines intersect, angle relationships are formed such as linear angles, adjacent angle, vertically opposite angles. Therefore, let's find the angle g in the intersected lines as follows:

Therefore,

g + 43 = 71

subtract 43 from both sides of the equation'

g + 43 - 43 = 71 - 43

g = 28

Therefore,

g = 28 degrees

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so what do you need help with

Answer: I believe the answer would be 20 dollars spent at the movies.

Step-by-step explanation:

None of the coordinate points given are part of the solution set of the given system.

An inequality is used to make comparisons between the numbers or expressions. For example -

2x + 4 > 5

4x + 6 > 2

Given is the system of linear inequality as given below -

y ≥ 12x

y < 2x − 3

Refer to the graph of the system of linear inequality attached. The region common to the both the inequalities represents the solution set of the given system of linear inequality. It can be seen that none of the points are on the common region. So, we can say that none of the points is the solution set of the given system.

Therefore, none of the coordinate points given are part of the solution set of the given system.

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trueeeeeeeeeeeeeeeee

The length of a truck is an example of a continuous data set, and 20 feet is just one possible value within that range.

The given value, "a truck with a length of 20 feet," is an example of a continuous data set.

Continuous data refers to values that can take on any numerical value within a range, with no gaps or interruptions. In this case, the length of a truck can take on any value between 0 and some maximum length, with no gaps or interruptions in between.

In contrast, discrete data refers to values that can only take on certain specific values, usually integers. For example, the number of tires on a truck is a discrete data set because it can only take on integer values (e.g. 4, 6, 8).

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True. System developers can initiate a formal project as early as the preliminary investigation stage, or later on, as analysis, design, and implementation activities occur.

When considering the initiation of a formal project, system developers need to assess the risks, costs, benefits, and constraints associated with the project. During the preliminary investigation stage, they conduct a feasibility study to determine whether the project is technically feasible, economically viable, and socially and legally acceptable. If the feasibility study shows that the project is feasible, the developers can initiate the project by defining its scope, objectives, deliverables, and requirements.

Once the project is initiated, the developers can proceed with the analysis, design, and implementation activities. The analysis phase involves gathering and documenting the requirements, analyzing the existing system, and identifying the functional and non-functional requirements of the new system.

True. System developers can initiate a formal project as early as the preliminary investigation stage, or later on, as analysis, design, and implementation activities occur. The decision on when to initiate a formal project depends on several factors, such as the complexity of the system, the available resources, and the level of certainty about the feasibility of the project.

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Connie's total bill is 9.13$

The number of minutes of talk time used each month is 89. The solution has been obtained by using linear equation.

What is a linear equation?

The linear equation has a degree of 1. It is evident that there are no variables in linear equations with exponents greater than one. This graph's equation produces a straight line.

We are given that a cell phone plan costs ​$ 28.90 per month for 400 minutes of talk time and the related information.

Let m be the number of minutes of talk time

From this, we get an equation as

273.91 = 7 (0.05m + 28.90 + 0.20(28.90))  

On solving the equation, we get

⇒273.91 = 7 (0.05m + 28.90 + 5.78)  

⇒273.91 = 0.35m + 202.3 + 40.46  

⇒273.91 = 0.35m + 242.76

⇒0.35m = 31.15

⇒m = 89

Hence, the number of minutes of talk time used each month is 89.

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Answer:

answer asap!!!!!!!!!!!

Hey, I’m not sure how to do clue number 5, im rly rly sorry, but I’ve shown how to do #6 below, hope this helped :

f(x) = a(1+r)^x

f(x) = 320(1+ 0.042)^x

f(60) = 320 ( 1 + 0.042)^60

f(60) = 3778

answer : 3778

The new volume of the cube is 1000 times the original volume. This means that the volume has increased by a factor of 1000.

Volume is a measure of the amount of space that a three-dimensional object occupies. It is a property of a solid shape, and is usually expressed in units of cubic units, such as cubic meters [tex](m^3[/tex]), cubic centimeters [tex](cm^3[/tex]), or cubic feet [tex](ft^3)[/tex].

The volume of a cube is given by the formula [tex]V = s^3[/tex] cube is multiplied by a factor of 10, then the new side length becomes 10s.

The new volume of the cube can be calculated as follows:

V' = [tex](10s)^3[/tex]

= [tex]10^3[/tex] * [tex]s^3[/tex]

= 1000 *[tex]s^3[/tex]

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The cube's new volume is 1000 times larger than its old volume. This indicates that the capacity has multiplied by 1000.

Describe volume?

The quantity of space a three-dimensional object takes up is measured by its volume. It is a characteristic of solid shapes and is frequently stated in cubic unit measurements like cubic meters, cubic centimeters, or cubic feet.

The method for calculating a cube's volume is cube times a factor of 10, where the new side length is 10s.

The new volume of the cube can be calculated as follows:

V' = [tex]s^{3}[/tex]

   = [tex](10s)^{3}[/tex]

[tex]V'=1000 s^{3}[/tex]

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