Which unique sequence of rigid motions maps quadrilateral abcd to quadrilateral efgh?
s
а
ib
4
d
ll2_3 4 5 6
e
f
h
g
a a reflection over the x-axis followed by a translation of (,y) → (, y - 4).
b. a reflection over the y-axis followed by a translation of (1,y) → (, y-6).
c a translation of (+,y) → (2, y - 3) followed by a reflection over the y-axis.
a translation of (cv) (1-6, y) followed by a reflection over the x-axis.
d.

Answer:

81=5+b, 81-5=b, 81-b=5

Step-by-step explanation:

We can write the equation in terms of 81, b, or 5. Let's first start by writing it in terms of 81. We are already given that 5+b=81 therefore...

5+b=81 OR 81=5+b (transitive property)

Now, let's write the equation in terms of b.

5+b=81

Subtract 5 from both sides (subtraction property of equality)

5-5+b=81-5

b=81-5 OR 81-5=b (transitive property)

Lastly, let's write the equation in terms of 5.

5+b=81

Subtract b from both sides (subtraction property of equality)

5+b-b=81-b

5=81-b OR 81-b=5 (transitive property.

Answer:

1 dog, 2 birds

Step-by-step explanation:

Birds have two legs. 2x2=4

Dogs have 4 legs. 4x1=4

4+4=8

Quantitative easing refers to the process whereby the Federal Reserve buys securities to stimulate the economy.

A central bank, such as the U.S. Federal Reserve, uses quantitative easing (QE), a type of monetary policy, to buy assets on the open market in order to lower interest rates and expand the money supply.

New bank reserves are created as a result of quantitative easing, giving banks additional liquidity and promoting lending and investment. The Federal Reserve in the US carries out QE initiatives. The methods available to central banks to affect economic development are restricted, such as lowering interest rates. In order to strategically raise the money supply, central banks must be unable to further reduce interest rates. Quantitative easing is frequently used when interest rates are close to zero and the economy remains stagnant.

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quantitative easing refers to the process whereby the central bank, such as the Federal Reserve (Fed), purchases government securities to increase the money supply and lower interest rates. It is used to stimulate the economy by encouraging borrowing and spending, especially during economic downturns or when traditional monetary policy tools are ineffective.

quantitative easing is a monetary policy tool used by central banks, such as the Federal Reserve (Fed), to stimulate the economy. It involves the purchase of government securities, such as bonds, by the central bank in order to increase the money supply and lower interest rates.

The purpose of quantitative easing is to encourage borrowing and spending, which in turn stimulates economic growth and helps combat deflationary pressures. By injecting money into the economy, central banks aim to increase liquidity and promote lending by financial institutions.

This policy is typically implemented during times of economic downturn or when traditional monetary policy tools, such as lowering interest rates, have become ineffective.

Quantitative easing can have both positive and negative effects on the economy. On the positive side, it can help stimulate economic growth, lower borrowing costs, and prevent deflation. However, it can also lead to inflationary pressures and create risks in the financial markets.

The success of quantitative easing depends on various factors, including the overall health of the economy and the effectiveness of other fiscal and monetary policies.

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Answer

a

Step-by-step explanation:

because submarine b has a bigger negative number so its more further down

Answer:

The formula for finding the surface area of a cube is SA = 6s2. If s = 4 cm, which THREE statements are correct

Step-by-step explanation:

Answer:

Here we have 6 cars.

And we know that there are 4 people in each car.

The question is incomplete, I assume that we want to find the total number of people in the 6 cars.

So, again, there are 6 cars, and 4 people in each one.

Then we have 6 times 4 people.

This is equal to the product between 6 and 4, which is:

6*4 = 24

There is a total of 24 people in the 6 cars.

The limiting value of the sequence will be the same even if a different value is assigned to x0.

The limiting value of the sequence is determined by the recursive equation xn = √(1996x\(n^{-1}\)). As n grows infinitely large, the value of xn will approach the same limiting value regardless of the initial value assigned to x0. This is because the recursive equation will continue to generate values that are closer and closer to the limiting value, regardless of the starting point.

Therefore in recursive equations, the limiting value of the sequence will be the same even if a different value is assigned to x0.

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Answer:

  -0.0062 and 27.5

Step-by-step explanation:

You can write the equation of the line using the 2-point form:

  y = (y2 -y1)/(x2 -x1)(x -x1) +y1

The given values of the variables are ...

  (h, T) = (10000, -34.5) and (15000, -65.5)

Putting these into the formula, we have ...

  T = (-65.5 -(-34.5))/(15000 -10000)(h -10000) +(-34.5)

  T = -31/5000(h -10000) -34.5

  T = -0.0062h +62 -34.5

  T = -0.0062h +27.5

The appropriate choice is ...

  -0.0062 and 27.5

Answer:76

Step-by-step explanation:

you replace W with 22

4(22)-12

=88-12

=72

hope this helps! :)

Answer:

76

Step-by-step explanation:

4w-12

4(22)= 88-12

88-12

76

Hope It Helps

Sorry If I'm Wrong

The length of the rectangle whose area is 7 units larger than its perimeter is 13 units.

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

The perimeter of a rectangle is the sum of the lengths of all the sides.

Given, Area of a rectangle is 7 units larger than its perimeter.

Assuming the length of the rectangle to be 'l' and the width to be 'w',

and the width is 3 units.

∴ (l×w) = 2(l + w) + 7.

(l×3) = 2(l + 3) + 7.

3l = 2l + 6 + 7.

l = 13 units.

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we find that x = 2 satisfies both conditions. Therefore, the largest of the eight consecutive integers is 2 + 4 = 6.

Explanation:

Let's assume that the first of the five consecutive integers is x. Then, the sum of the five consecutive integers can be written as x + (x + 1) + (x + 2) + (x + 3) + (x + 4), which simplifies to 5x + 10.

Similarly, let's assume that the first of the next three consecutive integers is y. Then, the sum of the three consecutive integers can be written as y + (y + 1) + (y + 2), which simplifies to 3y + 3.

Now, we are given that the sum of the five consecutive integers is equal to the sum of the next three consecutive integers. Therefore, we can set the two expressions equal to each other and solve for y:

5x + 10 = 3y + 3

5x + 7 = 3y

y = (5x + 7) / 3

Since y represents the first of the next three consecutive integers, we know that y must be an integer. Therefore, (5x + 7) must be divisible by 3.

The largest of the eight consecutive integers will be the last of the five consecutive integers. Since we know that the first of the five consecutive integers is x, we can express the largest integer as x + 4.

We can now try different values of x to find which one satisfies the condition that (5x + 7) is divisible by 3. For example, if x = 1, then (5x + 7) / 3 = 4, which is an integer. Therefore, the largest of the eight consecutive integers is 1 + 4 = 5.

However, we need to check if this value satisfies the condition that the sum of the five consecutive integers is equal to the sum of the next three consecutive integers. We can plug in x = 1 and y = 5 into the expressions we derived earlier:

5x + 10 = 5(1) + 10 = 15

3y + 3 = 3(5) + 3 = 18

Since 15 is not equal to 18, the value x = 1 does not work. We can try different values of x until we find one that satisfies both conditions. After trying a few values, we find that x = 2 satisfies both conditions. Therefore, the largest of the eight consecutive integers is 2 + 4 = 6.

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By adding the given fractions, we can see that 11/15 of the friends bought food, and 4/15 bought drinks.

We know that 2/5 of the group bought a hamburger, and 1/3 of them bought chips.

Then the total fraction of friends who bought food is given by the addition of the two fractions above.

2/5 + 1/3

finding a common denominator we will get:

(3/3)*(2/5) + (5/5)*(1/3)

6/15 + 5/15

11/15

So 11/15 of the friends bought food, and the rest:

4/15 bought drinks.

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Let's check each student's response for different values of x:Student 1: 7x - 5 > 3x - 2

For x = 1:

7(1) - 5 =

2,

3(1) - 2 = 1

=> 2 > 1 (True)

For x = 2: 7(2) - 5

= 9, 3(2) - 2

= 4

=> 9 > 4 (True)

Student 2: 6x - 3 > 5x + 4

For x = 1:

6(1) - 3

= 3,

5(1) + 4

= 9

=> 3 is not greater than 9 (False) Student 3:

5x + 1 > 3x + 2

For x = 1:

5(1) + 1 = 6,

3(1) + 2 = 5

=> 6 is greater than 5 (True)

For x = 2: 5(2) + 1 = 11,

3(2) + 2 = 8

=> 11 is greater than 8 (True)

Student 4: 4x + 8 > 5x + 2

For x = 1: 4(1) + 8

= 12,

5(1) + 2 = 7

=> 12 is greater than 7 (True)

For x = 2: 4(2) + 8

= 16,

5(2) + 2 = 12

=> 16 is greater than 12 (True)

Therefore, Student 1 has the correct response to Mrs. Mueller's inequality because their inequality is true for all values of x.

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Answer:

(a) The complete frequency distribution is shown below.

(b)The histogram is attached below.

Step-by-step explanation:

The data for the number of miles biked by eighteen cyclists last week is as follows:

7, 21, 12, 4, 5 , 18, 10, 23, 11, 13, 20, 4, 24, 4, 9, 11, 6, 23

(a)

A frequency distribution is to formed for the data with a class width of 6.

The class intervals are provided.

The complete frequency distribution is as follows:

Class Interval      Frequency

     2 to 7                    6

    8 to 13                    6

   14 to 19                    1

  20 to 25                  5

(b)

The histogram is attached below.

Answer:

140-14-7-25= 94

Step-by-step explanation:

Answer:

D. 14

Step-by-step explanation:

These triangles are something called a scale factor. A scale factor means when you multiply any side by that factor, you get the side of the other triangle. It is an exact copy of the triangle from before, just bigger or smaller, also known as set to scale. Here we can do 7/6 to find the scale factor (which is 1.16666666667), and multiply that factor by 12 to get 14.

The value of lim f(x) + g(x) in the information given is 2

From the given information, the limit of f(x) is given as 5/4 and Lim g(x) = 3/4.

Therefore, lim f(x) + g(x)

= 5/4 + 3/4

= 8/4

= 2

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Complete question

What is the limit of f(x) = 5/4 + g(x) = 3/4 as x approaches c?

Answer:

750

Step-by-step explanation:

15000 x .05 = 750  5% as a decimal is .05

Answer:

Step-by-step explanation:

n = -14

(x^3)(x^−17) =

x^(3 - 17) =

x^-14

The minimum possible value of f(6) − f(1) is 15 and the maximum possible value of f(6) − f(1) is 25.

Suppose that 3 ≤ f '(x) ≤ 5 for all values of x. We are required to find the minimum and maximum possible values of f(6) − f(1).

Now, let us solve this problem by applying the Mean Value Theorem (MVT).

Using the Mean Value Theorem, we know that there exists a value c in (1, 6) such thatf'(c) = [f(6) - f(1)] / [6 - 1].

Given that 3 ≤ f '(x) ≤ 5 for all values of x.

We are to find the minimum and maximum possible values of f(6) − f(1).

Now we have to solve the problem by applying the Mean Value Theorem.

Using the Mean Value Theorem, we know that there exists a value c in (1, 6) such that

f'(c) = [f(6) - f(1)] / [6 - 1]

Since 3 ≤ f '(x) ≤ 5 for all values of x, 3 ≤ f'(c) ≤ 5.

Hence, we have 3 ≤ [f(6) - f(1)] / 5 ≤ 5

Multiplying by 5, we get 15 ≤ f(6) - f(1) ≤ 25.

So, the minimum possible value of f(6) − f(1) is 15 and the maximum possible value of f(6) − f(1) is 25.

Since 3 ≤ f '(x) ≤ 5 for all values of x, 3 ≤ f'(c) ≤ 5.Hence, we have 3 ≤ [f(6) - f(1)] / 5 ≤ 5

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Answer: To find the x-intercept of the linear equation y=3x-8, we set y=0 and solve for x:

0 = 3x - 8

3x = 8

x = 8/3

So the x-intercept is (8/3, 0).

To find the y-intercept, we set x=0 and solve for y:

y = 3(0) - 8

y = -8

So the y-intercept is (0, -8).

The ordered pairs representing the points where the line crosses the axes are therefore (8/3, 0) and (0, -8).

Step-by-step explanation:

The scores in the econometrics class were approximately normally distributed in both populations, with unknown but equal variances. A random sample of 23 students from the X population had a mean econometrics score of 80 and a standard deviation of 8.

The study aims to compare the performance of students who took the math course (X population) with those who did not (Y population) in the econometrics class. By selecting random samples from both populations, the researchers can evaluate whether there is a significant difference in their econometrics scores.

The sample of 23 students from the X population had an average econometrics score of 80, with a standard deviation of 8. This information provides an estimate of the mean and variability of the econometrics scores for the X population. However, to draw conclusions about the entire X population, statistical inference techniques can be employed.

A common approach is to conduct a hypothesis test, such as a two-sample t-test, to determine if there is a significant difference in the means of the two populations. The test considers factors like the sample means, sample sizes, and the assumed equal variances of the two populations. The analysis would provide insights into whether the math course in linear algebra has a significant impact on the grades in the econometrics class.

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Answer:

A function f is even if the graph of f is symmetric with respect to the y-axis. Algebraically, f is even if and only if f(-x) = f(x) for all x in the domain of f.

The constant should be added to form a perfect square trinomial will be 1/4. Then the correct option is D.

It's a polynomial with a value of zero. There exist polynomials of variable power 2, 1, and 0 terms. A quadratic equation is an equation with one statement in which the degree of the parameter is a maximum of 2.

The expression is x² + x.

Then the constant should be added to form a perfect square trinomial.

Then the constant will be

The square of the half of the coefficient of the variable x is to be added to make a perfect square.

Then the constant will be 1/4.

Then the perfect square will be

\(\rm \rightarrow x^2 + x + \dfrac{1}{4}\\\\\\\rightarrow x^2 + 2 \times \dfrac{1}{2} x + \left (\dfrac{1}{2} \right )^2\\\\\\\rightarrow \left (x + \dfrac{1}{2} \right)^2\)

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Answer:

860,000

Step-by-step explanation:

revenue​ function, R(x) = 60x, so $60/hard drive

cost = C(x)= 15000+25x.

Profit = R-C = 60x-15000-25x = 35x-15000

if selling 25000, profit = 35*25000-15000=860,000

75% of the beads are green in color.

percentage, a relative value indicating hundredth parts of any quantity.

Given that Chase ordered a set of beads

He received 4,000 beads in all.

3,000 of the beads were green.

We need to find the  percentage of the beads were green of 4000.

x/100×4000=3000

40x=3000

Divide both sides by 40

x=75%

Hence, 75% of the beads are green in color.

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Answer:

8 maybe

Step-by-step explanation:

The answer is 0.441 using probabilty.

What is Probability ?

Mathematical explanations of the likelihood that an event will occur or that a statement is true are referred to as probabilities.

x:- Number of crimes solved

X  = B( n = 5 , p = 0.3 )

P[x ] =\((\frac{n}{x})\)* \(p^{x}\) * \((1-p)^{x}\)

Probabilty  that exactly 2 of these 5 crimes will be solved

P[x = 3] = binomial(5,2) * .3² * 0.7³ = 0.441

Hence the probabilty that exactly 2 of these 5 crimes will be solved is 0.441.

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See attachment for the graph of the inequality -1 ≤ x ≤ 3

A linear inequality is an inequality that have constant average rates of change. Note that the constant average rates of change can also be regarded as the slope or the gradient

In this question, the expression of the inequality is given as:

-1 ≤ x ≤ 3

The above means that the set of values of x is between -1 and 3 (-1 and 3 are inclusive of the values of x)

So, the possible values of x are -1, 0, 1, 2 and 3

When the graph of the inequality is plotted, the graph would have the following properties:

Next, we plot the graph of the inequality -1 ≤ x ≤ 3

See attachment for the graph of the inequality -1 ≤ x ≤ 3

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