What is the solution to the proportion 2/3 m/9

If h(x) = f(–x), this is saying that your graph will be reflected over the y-axis.  In other words, the x-values of every point on the graph of y=f(x) will be switched to the opposite sign.  The graph will be flipped over sideways.

For example, if (1,-4) is a point on y=f(x), then y=h(x) will have (–1,-4) on it.

If h(x) = –f(x), this is saying that your graph will be reflected over the x-axis.  In other words, the y-values of every point on the graph of y=f(x) will be switched to the opposite sign.  The graph will be flipped upside-down.

For example, if (1,–4) is a point on y=f(x), then y=h(x) will have (1,4) on it.

While you are given the equation for f(x) in each exercise, the function f(x) does not impact the transformation at all.  What is said above is true for all functions.  

If you want to graph them, then for 4:

    f(x) = -3 - x

   h(x) = f(-x) = -3 + x

For #5:

    f(x) = 1/3 x + 1

    h(x) = -f(x) = -1/3 x - 1

The figures are similar because the ratio of segment BC to segment EF is equal to the of segment AB to segment DE.

The scale factor is equal to 3/2.

In Mathematics and Geometry, two (2) triangles are said to be similar when the ratio of their corresponding side lengths are equal and their corresponding angles are congruent.

Additionally, the lengths of corresponding sides or corresponding side lengths are proportional to the lengths of corresponding altitudes when two (2) triangles are similar.

Based on the side, angle, side (SAS) similarity theorem, we can logically deduce the following:

Scale factor = BC/EF = AB/DE

Scale factor = 9/6 = 6/4

Scale factor = 3/2 = 3/2 (similar)

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To determine how the surface area of a rectangular prism changes when all dimensions are quadrupled, we need to compare the original surface area to the new surface area.

The original surface area of the rectangular prism is given by:

SA_original = 2lw + 2lh + 2wh

where l, w, and h represent the length, width, and height of the prism, respectively.

In this case, the dimensions of the original box are:

Length (l) = 3 ft

Width (w) = 6 ft

Height (h) = 5 ft

Substituting these values into the formula, we have:

SA_original = 2(3)(6) + 2(3)(5) + 2(6)(5)

            = 36 + 30 + 60

            = 126 square feet

Now, if we quadruple all the dimensions of the box, the new dimensions would be:

Length (l_new) = 4(3) = 12 ft

Width (w_new) = 4(6) = 24 ft

Height (h_new) = 4(5) = 20 ft

The new surface area of the enlarged box is given by:

SA_new = 2(l_new)(w_new) + 2(l_new)(h_new) + 2(w_new)(h_new)

       = 2(12)(24) + 2(12)(20) + 2(24)(20)

       = 576 + 480 + 960

       = 2016 square feet

Comparing the original surface area (SA_original = 126 sq ft) to the new surface area (SA_new = 2016 sq ft), we can see that SA_new is 16 times greater than SA_original.

Therefore, the correct answer is:

1. The new surface area would be 16 times the original surface area.

Answer:

Slope = -7/3

Step-by-step explanation:

-7x = 6 + 3y is in the standard form of a line, whose general equation is

Ax = C + By (it's sometimes written in terms of C and is Ax + By = C, but in this problem, it's written in terms of Ax).

We can find the slope of the line by converting from standard form to slope-intercept form, whose general equation is y = mx + b, where

Step 1:  Subtract 6 from both sides:

(-7x = 6 + 3y) - 6

-7x - 6 = 3y

Step 2:  Divide both sides by 3 to isolate y:

(-7x - 6 = 3y) / 3

-7/3x - 2 = y

Thus, the slope of the line is -7/3

Answer:  Therefore the slope is [tex]-\frac{7}{3}[/tex].

Step-by-step explanation:

We can rewrite the equation -7x=6+3y in slope-intercept form y = mx + b, where the m is the slope of the line, and b is the y-intercept.

-7x = 6 + 3y

-6     -6        

-7x - 6 = 3y

[tex]\frac{-7x}{3}-\frac{6}{3} =\frac{3y}{3}[/tex]

[tex]\frac{-7}{3}x-2 =y[/tex]

Therefore the slope is [tex]-\frac{7}{3}[/tex].

The value of angle BCD is determined as 108⁰.

option B is the correct answer.

The value of angle BCD is calculated by applying intersecting chord theorem, which states that the angle at tangent is half of the arc angle of the two intersecting chords.

Also this theory states that arc angles of intersecting secants at the center of the circle is equal to the angle formed at the center of the circle by the two intersecting chords.

arc AB =  m∠ACB

m∠ACB =  72⁰

The value of angle BCD is calculated as follows;

angle BCD = 180 - 72⁰ (sum of angles in a circle)

angle BCD = 108⁰

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The measure of angle AEC is 225 degree.

Given ABCD square then all sides are equal and all angles are of 90°

AB=BC=CD=DA

and also CDE is an equilateral triangle

CD=DE=EC and all angles are of 60°

Now, In ΔADE, ∵AD=AE ⇒ ∠DAE=∠AED

∠ADE=∠ADC-∠EDC=90°-60°=30°

By angle sum property of triangle

∠ADE+∠DAE+∠AED=180°

30°+2∠AED=180°

2∠AED=150°

∠AED=75°

and, ∠EAB = ∠DAB-∠DAE = 90°-75° = 15°

Reflex angle ∠AEC= 360°-∠AED-∠DEC

=360° - 75° -60°

=225°

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The complete and correct question is attached below:

In 6 years Juan will have the double of Carlos age.

The ages of each one are:

Carlos = 18 years old.

Juan = 42 years old.

In x years, they will have:

C = 18 + x

J = 42 + x

Carlos will have the double of Juan's age when:

J = 2*C

Replacing the equations we will get the linear equation:

42 + x = 2*(18  + x)

Solving for x we will get:

42 +x = 36 + 2x

Solving for x:

42 - 36 = 2x - x

6 = x

So Juan will have the double of Carlos age in 6 years.

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Answer:

Step-by-step explanation:

To calculate Su-Lo's score on the test, we can multiply her percentage by the total marks for the test.

Su-Lo scored 45% out of 80, so her score can be calculated as follows:

Score = Percentage × Total marks

Score = 45% × 80

To find the score, we need to convert the percentage to a decimal by dividing it by 100:

Score = (45/100) × 80

Score = 0.45 × 80

Score = 36

Therefore, Su-Lo scored 36 marks on the test.

Answer:

(a) - [tex]y=-2x+18[/tex]

(b) - [tex]y=\frac{1}{2} x-\frac{9}{2}[/tex]

Step-by-step explanation:

Given the equation of a line, which we'll call line 1, find the following.

(a) - The equation of a line, which we'll call line 2, that is parallel to line 1 and travels through the point (9,0)

(b) - The equation of a line, which we'll call line 3, that is perpendicular to line 1 and travels through the point (9,0)

Given:

[tex]3y+6x=-6[/tex]

(1) - Write the equation of line 1 in slope-intercept form

[tex]\boxed{\left\begin{array}{ccc}\text{\underline{Slope-Intercept Form:}}\\y=mx+b\\\bullet \ m \ \text{is the slope of the line}\\\bullet \ b \ \text{is the y-intercept of the line}\end{array}\right}[/tex]

[tex]3y+6x=-6\\\\\Longrightarrow 3y=-6-6x\\\\\Longrightarrow y=-\frac{6}{3} -\frac{6}{3}x \\\\\therefore \boxed{y=-2x-2}[/tex]

Thus, we can conclude the slope of line 1 is -2.

(2) - Answering part (a)

To find a line that is parallel to line 1, the slopes must be the same, -2. Use the point-slope form for a line to find the equation for line 2.

[tex]\boxed{\left\begin{array}{ccc}\text{\underline{Point-Slope Form:}}\\y-y_1=m(x-x_1)\\\bullet \ m \ \text{is the slope of the line}\\\bullet \ (x_1,y_1) \ \text{is a point the line passes through}\end{array}\right}[/tex]

[tex]y-y_1=m(x-x_1); \ \text{Recall that} \ m=-2 \ \text{and} \ (x_1,y_1)=(9,0)\\\\\Longrightarrow y-0=-2(x-9)\\\\\therefore \boxed{\boxed{ y=-2x+18}}[/tex]

Thus, the equation for line 2 is found.

(2) - Answering part (b)

To find a line that is perpendicular to line 1, the slope of line 3 must be the opposite-reciprocal of line 1's. Once again, use the point-slope form of a line to find the equation of line 3.

[tex]y-y_1=m(x-x_1); \ \text{Recall that} \ m=\frac{1}{2} \ \text{and} \ (x_1,y_1)=(9,0)\\\\\Longrightarrow y-0=\frac{1}{2}(x-9)\\\\\therefore \boxed{\boxed{ y=\frac{1}{2} x-\frac{9}{2} }}[/tex]

Thus, the equation of line 3 is found.

The Volume of Trapezoidal prism is 420 cm².

From the given figure we can write the dimension of the prism as

a = 5, b=15, c= 15, d= 15

h= 7 and l = 6 cm

Now, Volume of Trapezoidal prism

= 1/2 (a+b) x h x l

= 1/2 (5+15) x 7 x 6

= 1/2 x 20 x 42

= 10 x 42

= 420 cm²

Thus, the Volume of Trapezoidal prism is 420 cm².

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The width of the rectangle is 5k² and the length of the rectangle is 3k² + 7k + 4.

The greatest common monomial factor of 15k⁴, 35k³, and 20k² is 5k². So the width of the rectangle is 5k².

The area of the rectangle is the product of its length and width. So the length of the rectangle is the area divided by the width. The area is 15k⁴ + 35k³ + 20k² and the width is 5k². So the length is:

= (15k⁴ + 35k³ + 20k²) / (5k²)

= 3k² + 7k + 4.

Therefore, the width of the rectangle is 5k² and the length of the rectangle is 3k² + 7k + 4.

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The required equation to find the distance of any star from the Sun is d = 1/ tan [tex]\theta[/tex].

Given that, the astronomer is finding the distance(d) of star to the sun in astronomical unit (AU) and tan [tex]\theta[/tex] = 0.000001389.

To find the equation by using the trigonometric function that is

tan a = perpendicular / base.

By using the data and the tangent trigonometric function, the equation is

tan [tex]\theta[/tex] = 1/d.

On simplifying gives,

Thus, d = 1/tan [tex]\theta[/tex].

Hence, the required equation to find the distance of any star from the Sun is d = 1/ tan [tex]\theta[/tex]

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Answer:

-6

Step-by-step explanation:

Because two lines that are parallel have the same slope

To calculate the amount of money needed to deposit into the account today, we can use the concept of present value. The present value represents the current value of future cash flows, taking into account the time value of money.

1. To calculate the present value of the cash flows, we can use the formula for the present value of an annuity:

PV = C * (1 - (1 + r)^(-n)) / r

Where PV is the present value, C is the cash flow per period, r is the interest rate per period, and n is the number of periods.

In this case, the cash flow per period is $100, the interest rate per period is 6% (0.06), and the number of periods is 20.

Plugging in the values into the formula:

PV = 100 * (1 - (1 + 0.06)^(-20)) / 0.06

Calculating this value gives us the amount of money needed to deposit into the account today.

2. To show explicitly using an Excel spreadsheet, you can set up a column for each year, starting from year 0 (the present year) to year 20. In the first row, enter the initial deposit amount calculated in step 1. In the subsequent rows, use a formula to calculate the value for each year by adding the interest earned and subtracting the annual withdrawal of $100. The last value in year 20 should be zero, indicating that the account will have no remaining balance after the last withdrawal.

3. If the bank's annual interest rate changes to 10%, you would need to recalculate the present value using the new interest rate. Repeat step 1 with the new interest rate of 10% (0.10) to find the updated amount of money needed to deposit into the account today. Compare this value with the previous amount calculated with a 6% interest rate to determine the difference.

The solution of the given expression is,

x = 1/2.

The given expression is,

[tex]36^{3x} = 216[/tex]

Since we know that,

As the name indicates, exponents are utilized in the exponential function. An exponential function, on the other hand, has a constant as its base and a variable as its exponent, but not the other way around (if a function has a variable as its base and a constant as its exponent, it is a power function, not an exponential function).

Now we can write it as,

⇒ [tex]6^{2^{3x}} = 6^3[/tex]

⇒  [tex]6^{6x}} = 6^3[/tex]

Now equating the exponents we get,

⇒ 6x = 3

⇒   x = 3/6

⇒   x = 1/2

Hence,

Solution is, x = 1/2.

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Considering the definition of an equation and the way to solve it, there are 84 green counters in the box.

An equation is the equality existing between two algebraic expressions connected through the equals sign in which one or more unknown values appear.

The solution of a equation means determining the value that satisfies it. To solve an equation, keep in mind:

Knowing that:

the equation in this case is:

2/9 × total counters on the box =24

Solving:

total counters on the box =24÷ 2/9

The first step in dividing by a fraction is to find the reciprocal (reverse the numerator and denominator) of the second fraction.

Then, the two numerators and the two denominators must be multiplied and, if necessary, the fractions are simplified.

total mountain bikes =24× 9/2= 24/1× 9/2

total mountain bikes =(24×9)/ (1×2)

total mountain bikes =216/2

total mountain bikes =108

Then, there are 108 green and yellow counters in the box.

So, the amount of green counters in the box is calculated as:

Amount of green counters= 7/9× 108

Amount of green counters= 7/9× 108

Amount of green counters= 84

Finally, there are 84 green counters in the box.

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The surface area of the cylinder is: 156π.

Here, we have,

given that,

the cylinder has:

radius = 6 in

height = 10 in

now, surface area of the cylinder is:

SA = 2πrh + πr²

here, we have,

SA = 2π *6 * 10 + π6²

     = 120π + 36π

     = 156π

Hence, The surface area of the cylinder is: 156π.

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The area of the Rhombus-shaped keychain is 3 square centimeters.

The area of the rhombus-shaped keychain,

we can use the formula:

Area = (diagonal1 * diagonal2) / 2

Given that the horizontal diagonal has a length of 2 centimeters and

the vertical diagonal has a length of 3 centimeters,

we can substitute these values into the formula:

Area = (2 * 3) / 2

    = 6 / 2

    = 3 cm^2

Therefore, the area of the rhombus-shaped keychain is 3 square centimeters.

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Answer:

Step-by-step explanation:

z=6

The percentage of scores that fall between 65 and 75 is approximately [tex]2 \times 34 = 68%.[/tex]%

To determine the percentage of scores that fall between 65 and 75, we can use the properties of the normal distribution.

Mean score = 75

Standard deviation = 5

We know that the normal distribution is symmetric around the mean, and approximately 68% of the data falls within one standard deviation from the mean.

This means that about 34% of the scores fall between the mean and one standard deviation above the mean.

To calculate the percentage of scores between 65 and 75, we need to determine how many standard deviations away from the mean 65 and 75 are.

For 65:

(65 - 75) / 5 = -2

For 75:

(75 - 75) / 5 = 0

From the calculations, we can see that 65 is 2 standard deviations below the mean, and 75 is at the mean.

Since the distribution is symmetric, we can consider the percentage of scores between the mean and one standard deviation above the mean (34%) and double it to account for the scores between the mean and one standard deviation below the mean.

Therefore, the percentage of scores that fall between 65 and 75 is approximately 2 [tex]\times[/tex] 34% = 68%.

However, none of the given answer options match the calculated result. Therefore, none of the provided answer options accurately represent the percentage of scores between 65 and 75 based on the given information.

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Answer:

[tex]\huge\boxed{\sf h \approx 6.4\ cm}[/tex]

Step-by-step explanation:

Volume = v = 1280 cm³

Radius = r = 8 cm

π = 3.14

Height = h = ?

V = πr²h

Put the given data in the above formula.

Finding height of cylinder.

1280 = (3.14)(8)²(h)

1280 = (3.14)(64)(h)

1280 = 200.96 (h)

1280 / 200.86 = h

[tex]\rule[225]{225}{2}[/tex]

The coefficient h in the expression means the time taken for the job to be completed in hours.

The custom cake baker charges a flat fee for each job, plus an hourly rate for the number of hours the job takes to complete. The total amount of her bill to the customer can be expressed by 40 + 25h where h is the hours it takes for the job.

Therefore, the coefficient h in the expression can be interpreted as follows:
total amount of bills = 40 + 25h

where

40 dollars is the flat fee for each job

Then the coefficient h means the hourly rate for the time taken for the job to be completed.

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Answer:

To solve the inequality −4p − (5p − 4) ≤ 7p + 10 + 3p, we can simplify and isolate the variable p. Let's work through the steps:

Step 1: Distribute the negative sign (-) inside the parentheses:

-4p - 5p + 4 ≤ 7p + 10 + 3p

Simplifying further:

-9p + 4 ≤ 10p + 10

Step 2: Group like terms by adding 9p to both sides of the inequality:

-9p + 9p + 4 ≤ 10p + 9p + 10

Simplifying further:

4 ≤ 19p + 10

Step 3: Subtract 10 from both sides of the inequality:

4 - 10 ≤ 19p + 10 - 10

Simplifying further:

-6 ≤ 19p

Step 4: Divide both sides of the inequality by 19:

-6/19 ≤ 19p/19

Simplifying further:

-6/19 ≤ p

So the solution to the inequality is p ≥ -6/19.

Answer:

B. Similar

Step-by-step explanation:

The two spheres are similar, but not congruent. They have the same shape, but different sizes.

The scale factor between the two spheres is 9/6= 3/2, which means that the radius of the larger sphere is 3/2 times the radius of the smaller sphere.

Answer:

28 meters Aprox

Step-by-step explanation:

To find the width of the rectangular park, we can use the Pythagorean theorem. The diagonal running from one corner to the opposite corner forms a right triangle with the length and width of the park.

Given:

Length of the park (L) = 45 meters

Diagonal distance (d) = 53 meters

Using the Pythagorean theorem:

d² = L² + W²

(53 meters)² = (45 meters)² + W²

2809 = 2025 + W²

W² = 2809 - 2025

W² = 784

Taking the square root of both sides:

W ≈ √784

W ≈ 28

Therefore, the width of the rectangular park is approximately 28 meters.

Answer:

18

Step-by-step explanation:

is a 1/3 scale

6-12-?

8-16-24

simple :)

a) We can factor out a common factor of two from the denominator and a half from the numerator: (6p - 7q)/(12p - 14q) = (3p - 7q/2)/(6p - 7q)

b) The numerator and denominator can be factored to provide a common factor of2x²: (6x⁵ - 8x²)/(2x) = 2x³ - 4

c) A common factor of 5 may be extracted from the numerator: (10a + 15b)/5 = 2a + 3b

d) By grouping factors, we may factor the numerator: p² - 6q + 8/3p - 6 = [(p² - 6q) + 8]/[3(p - 2)] = (p - 2)(p - 4)/(p - 2) = p - 4 (where p ≠ 2)

Factorising is the process of employing brackets to represent an expression as the product of its components. We do this by eliminating any elements that are shared by all of the expression's terms. Maths. Algebra. We must eliminate any factors that are shared by each word in an expression before we can factorize it. Expanding brackets is the process's reverse.

Finding an expression's highest common factor (HCF), or the largest number or letter that each term can be split by, is necessary to ensure that it has been properly factorized. Otherwise, there will still be common factors inside the bracket, preventing the expression from being properly factorized.

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Answer:

[tex](y - 4)^2 = -8(x - 2).[/tex]

Step-by-step explanation:

The equation of a parabola with a vertical axis of symmetry, vertex (h, k), and focus (h+a, k) is given by:

[tex](y - k)^2 = 4a(x - h)[/tex]

In this case, the vertex is (2, 4) and the focus is (0, 4).

Comparing this to the general equation, we have h=2, k=4, and h+a=0.

From h+a=0, we can solve for a:

a=-h = -2

Substituting the values of h, k, and p into the equation, we get:

[tex](y - 4)^2 = 4(-2)(x - 2)[/tex]

Simplifying further:

[tex](y - 4)^2 = -8(x - 2)[/tex]

Therefore, the parabola equation is[tex](y - 4)^2 = -8(x - 2).[/tex]

The ballroom dance couple can arrange their performance in 28 different ways by selecting 6 routines out of the 8 they have learned.

The idea of combinations can be used.

The number of ways to select k items from a set of n items is given by the formula for combinations:

C(n, k) = n! / (k! * (n - k)!)

In this case, n = 8 (the total number of routines they have learned) and k = 6 (the number of routines they will perform).

Using the formula, we can calculate:

C(8, 6) = 8! / (6! * (8 - 6)!)

= 8! / (6! * 2!)

The factorial function is represented in this case by the exclamation symbol (!).

The sum of all positive integers from 1 to n is the factorial of the number n.

Calculating the factorials involved:

8! = 8 * 7 * 6 * 5 * 4 * 3 * 2 * 1 = 40,320

6! = 6 * 5 * 4 * 3 * 2 * 1 = 720

2! = 2 * 1 = 2

Plugging in these values:

C(8, 6) = 40,320 / (720 * 2)

= 40,320 / 1,440

= 28

Therefore, the ballroom dance couple can arrange their performance in 28 different ways by selecting 6 routines out of the 8 they have learned.

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