dilation the center of dilution is the origin b (2,3) and B(-4,-6) what is the scale factors of this dilation that transformed a B into B​

Answer:

258.3 sq inches

Step-by-step explanation:

Use the sphere surface area formula, SA = 4\(\pi\)r²

The diameter is 9.07 inches, so the radius is 4.535 inches.

Plug in 3.14 as pi and 4.535 as r, and solve:

SA = 4\(\pi\)r²

SA = 4(3.14)(4.535)²

SA = 258.3

So, the surface area is approximately 258.3 sq inches

The area of the banner, expressed in simplest form, is: (9 + 3x) ft²

The banner given in the image below has a rectangular shape. So, the area of the banner will be determined using the area of a rectangle.

Area of the banner = (3 + x)3

Area = (9 + 3x) ft²

Therefore, the area of the banner, expressed in simplest form, is: (9 + 3x) ft²

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Answer:

68ft

Step-by-step explanation:

A square has all side lengths congruent

a perimeter is just all side lengths added together

Hello!

Total brownies: 16 (so that's the denominator of the fraction)

Brownies with nuts: 6 (that's the numerator of our fraction)

The fraction is:

\(\bf{\displaystyle\frac{6}{16}}\)

Divide the numerator (6) and denominator (16) by 2:

\(\bold{\displaystyle\frac{3}{8}}\)

That's the answer.

I hope everything is clear.

Let me know if you have any questions!

#KeepLearning :-)

Answer:

\(\frac{3}{8}\)

Step-by-step explanation:

⇒ Given:

Conner made 16 brownies.

Put nuts on 6 brownies.

⇒ To Find:

Write the simplified fraction of the brownies that had nuts.

⇒ Solution:

Since Conner made 16 brownies:

16 brownies is the total also known as denominator of a fraction.

Since, Conner put nuts on 6 brownies:

6 brownies is the ones that has nuts also known as numerator of a  fraction.

Thus, the fraction is \(\frac{6}{16}\).

It a even number thus, we can simplify:

\(\mathrm{Factor\:the\:number:\:}\:6=2\cdot \:3\)

\(=\frac{2\cdot \:3}{16}\)

\(\mathrm{Factor\:the\:number:\:}\:16=2\cdot \:8\)

\(=\frac{2\cdot \:3}{2\cdot \:8}\)

\(\mathrm{Cancel\:the\:common\:factor:}\:2\)

\(=\frac{3}{8}\)

Therefore, the simplify fraction of the brownies that had nuts is \(\frac{3}{8}\)

`~lenvy~`

ANSWER

14 days

EXPLANATION

The mean of a data set is the sum of all data, divided by the number of data,

In this case, the number of data is 6, so the mean is,

Hence, the mean number of days taken for medical leave each month is 14.

Answer:$ 10.01 would be the difference

Step-by-step explanation:

99.99

- 89.98

-------------

10.01

Answer:

35

Step-by-step explanation:

let the corresponding side of larger triangle be x .

Then,

2/5=14/x

→2x=70

→ x=35

Therefore the answer is 35

Without knowing the specific form of the velocity function v(t), it is not possible to determine the exact distance traveled.

The total distance traveled by a particle can be found by integrating its velocity over time. If the velocity of the particle at time t is given by the function v(t), then the total distance traveled between time t1 and t2 is given by:

distance = ∫v(t)dt from t1 to t2

In this case, we want to find the distance traveled between time 0 and time 16, so t1 = 0 and t2 = 16. Without knowing the specific form of the velocity function v(t), it is not possible to determine the exact distance traveled.

Velocity is a vector quantity that describes the rate at which an object changes its position in space. It is a combination of both speed and direction and is typically represented by the symbol v.

In physics, velocity is defined as the derivative of position with respect to time. If the position of an object at time t is given by the function x(t), then its velocity at time t is given by:

v(t) = dx(t)/dt

This means that velocity is the rate of change of position with respect to time. For example, if an object moves in a straight line from position x1 to x2 in time t, its average velocity during that time is given by:

v = (x2 - x1)/t

Velocity is an important concept in mechanics, as it is used to describe the motion of objects and to calculate various physical quantities, such as force and acceleration.

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Answer:

In a two-tailed or nondirectional test, the alternative hypothesis claims its parameters don't equal the null hypothesis value. This means the two-tailed directional test states there are differences present that are greater than and less than the null value.

Step-by-step explanation:

have a nice day.

Answer:

Expression that is to be deducted will be (6x + 3).

Step-by-step explanation:

Let the linear expression that is to be subtracted from the given expression (5x + 3) is (ax + b).

After subtracting (ax + b) from (5x + 3) the remainder is (-x)

(5x + 3) - (ax + b) = -x

(5x - ax) + (3 - b) = -x

(5 - a)x + (3 - b) = -x

By comparing coefficients,

(5 - a) = -1

a = 5 + 1

a = 6

(3 - b) = 0

b = 3

Therefore, expression that is to be deducted from (5x + 3) will be (6x + 3).

Answer:

\(\boxed{\color{blue}\textsf{The weight of the Aluminium oxide is \textbf{900 grams . }}}\)

Step-by-step explanation:

Here we are given 9 moles of \(\sf Al_2O_3\) and we need to find its weight in grams . So we know the formula to find the number of moles as ,

\(\qquad\boxed{ \sf N_{(moles)}= \dfrac{Weight(in \ grams )}{Molecular \ weight }}\)

Now the molecular mass of \(\sf Al_2O_3\) is , equal to 26*2 + 16*3 = 52 + 48 = 100 g

Using the formula to find the Number of moles :-

\(\sf\implies \sf N_{(moles)}= \dfrac{Weight(in \ grams )}{Molecular \ weight } \\\\\sf\implies 9 =\dfrac{ W}{ 100g }\\\\\sf\implies W = 9 \times 100 g \\\\\sf\implies\boxed{\pink{\frak {Weight_{(Al_2O_3)}= 900 grams }}}\)

Answer:

no way is these points omg i love it

Fractions

We have the fractions:

2/5 and 3/10

The denominators of the fractions are 5 and 10.

We need to find a common number for 5 and 10. There are several numbers that are common multiples of both 5 and 10. We only need to find the first multiples of each:

5 , 10 , 15 , 20 , 25 , 30 , ...

10 , 20 , 30 , 40 , ....

We can see the numbers {10,20,30,...} are common multiples of 5 and 10. We can select any of those as our solution, but we prefer to pick the first one: 10.

To find 10 out of 5, we need to multiply it by 2, thus the whole fraction must be multiplied by 2:

2/5 = 4/10

Now 4/10 and 3/10 have a common denominator.

As mentioned, we have found the least possible denominator, but there are many others.

The first step in developing a competency-model is to gather background information and analyze the existing standards within the workplace.

The first-step involves conducting a thorough examination of the organization's goals, strategies, and the specific job roles or positions for which the competency-model will be developed.

By gathering background information, organizations can understand the context in which the competency-model will be applied.

Analyzing existing standards within the workplace involves assessing the current performance expectations, competencies, and criteria used for evaluating employees in their respective roles.

The purpose of this step is to identify any gaps or areas for improvement in the existing standards and to ensure that the development of the competency model aligns with the organization's overall objectives.

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The first step in developing a competency model is conducting a job analysis.

developing a competency model is a systematic process that helps organizations define the key competencies needed for their employees. The first step in this process is conducting a job analysis.

A job analysis involves gathering information about the job, such as its purpose, tasks, responsibilities, and required qualifications. This information can be collected through methods like interviews, observations, and surveys. By analyzing the job, organizations can identify the critical competencies that are necessary for effective job performance.

These competencies can then be used to guide various HR processes, including recruitment, selection, training, and performance management. By aligning the competencies with job requirements, organizations can ensure that they have the right people with the right skills in the right positions.

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Answer:

The critical value Za /2 that corresponds to 98% confidence level is (d) 2.33

Step-by-step explanation:

To obtain the critical value Za/2 that corresponds to a 98% confidence level, we need to determine the value that leaves 2% (0.02) in the tails of the distribution.

Since the confidence level is two-tailed, we need to divide the significance level by 2 to find the area in each tail. In this case, we have 2% divided by 2, resulting in 1% (0.01) in each tail.

Looking up the critical value in a standard normal distribution table or using statistical software, we obtain that the closest value to 0.01 in the table is approximately 2.33.

Therefore, the correct answer is D. 2.33.

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Answer:

move each dot up two lines and right two lines it should transfer the image to the right spot

Step-by-step explanation:

The given statement "the understanding of percent requires no new skills or concepts beyond those used in mastering fractions, decimals, ratios, and proportions." is generally true.

Understanding percentages involves converting a proportion or ratio to a fraction with a denominator of 100. For example, 75% is equivalent to 75/100 or 3/4. Converting between percentages, fractions, and decimals requires a solid understanding of the relationships between these different forms of numbers, which are based on the same underlying concepts of part-whole relationships.

To convert a percentage to a decimal, you can divide by 100 or move the decimal point two places to the left. To convert a decimal to a percentage, you can multiply by 100 or move the decimal point two places to the right. To convert a fraction to a percentage, you can first convert it to a decimal and then multiply by 100.

Understanding percentages is also important for many real-world applications, such as calculating discounts, interest rates, and taxes. It is therefore important to have a strong foundation in fractions, decimals, ratios, and proportions in order to fully grasp the concept of percentages.

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The direction of the man is 7km east from the starting point.

A vector is a quantity or phenomenon that has two independent properties: magnitude and direction.

Examples of vector includes; Force , acceleration , displacement , velocity electric field e.t.c.

The man wlakd 5km toward south and then turns right. He is therefore facing eastwardly. He turns left again this means that he will be moving towards the north direction, this time. And finally he walk straight back 10km.

Therefore the distance between the starting point and the end point will be 7km.

Therefore the displacement is 7km east from the starting point.

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Answer:

4,-2

Step-by-step explanation:

The line passes through the Y Axis and slopes 4 and -2.

Answer:

slope = - \(\frac{7}{4}\)

Step-by-step explanation:

Calculate the slope m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 3, 4) and (x₂,y₂ ) = (1, - 3) ← 2 points on the line

m = \(\frac{-3-4}{1+3}\) = - \(\frac{7}{4}\)

Answer:

Step-by-step explanation:

Convert 2y=-3x+2 into y=mx+b form

\(\frac{2y}{2} =\frac{-3x+2}{2}\)

\(y=\frac{-3x}{2} +1\)

Y intercept is 1, slope is -3/2

Graph looks like this:

Answer:

7. y-1=4(x-2)

y-1=4x-8

y=4x-7

8. y-2=6(x--7)

y-2=6x+42

y=6x+44

11. y-3=2(x-1)

y-3=2x-2

y=2x+1

12. y-4=-1(x-1)

y-4=-x+1

y=-x+5

After constructing a circle, the next step in constructing an inscribed hexagon by hand is to draw two diameters of the circle that are perpendicular to each other.

Drawing two diameters of the circle that are perpendicular to each other is the next step in constructing an inscribed hexagon because it helps to determine the positions of the vertices of the hexagon. The diameters divide the circle into four equal quadrants, with the center of the circle as the point of intersection. By connecting the points where the diameters intersect the circle, we can identify the six vertices of the hexagon. These vertices will lie on the circumference of the circle and will form the six sides of the inscribed hexagon.

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Answer:

$8040 spent on her car and insurance payments.

Step-by-step explanation:

511 + 159 = 670

670 times 12 = 8040

Tertiary consumers are one level above primary producers in a food chain. In a food chain, the transfer of energy and nutrients occurs from one trophic level to another.

The trophic levels are categorized into producers, primary consumers, secondary consumers, and tertiary consumers.

Primary producers, such as plants or algae, are the first trophic level in a food chain. They convert energy from sunlight into organic matter through photosynthesis. Primary consumers, also known as herbivores, are the organisms that feed directly on primary producers.

Secondary consumers are the next trophic level and they feed on primary consumers. They are usually carnivores or omnivores that consume herbivores.

Finally, tertiary consumers occupy the highest trophic level in a food chain. They are the top predators that feed on secondary consumers. These can include large carnivores or even apex predators.

Therefore, tertiary consumers are one level above primary producers in the food chain. They represent the organisms that obtain energy by consuming other organisms higher up in the trophic hierarchy.

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we are 90% confident that the mean penguin height lies in the range:

14.99 and 15.81

A popular deviation (or σ) is a degree of the way dispersed the facts is on the subject of the imply. Low popular deviation way facts are clustered across the imply, and excessive popular deviation shows facts are greater unfold out. What is the usual deviation example? Consider the facts set: 2, 1, 3, 2, four.

The imply and the sum of squares of deviations of the observations from the imply could be 2.four and 5.2, respectively. Thus, the usual deviation could be √(5.2/5) = 1.01. Standard deviation tells you ways unfold out the facts is. It is a degree of the way some distance every determined fee is from the imply. In any distribution, approximately 95% of values could be inside 2 popular deviations of the imply.

Given sample  mean=x=15.4 kg

sample standard deviation=s=2.5 kg

sample size=n=100 penguins

z multiplier for 90 CI is 1.645

90% CI for population mean is given by:

\(X+Z_{\frac{\alpha }{2} } * \frac{Z}{\sqrt[]{N} }\)

15.4 (±)1.645(2.5)/sqrt(100)

15.4(±)1.645(2.5)/10

15.4  (±)  0.41125

15.4-.41125<μ<15.4+.41125

14.98875<μ<15.81125

we  are 90% confident that the mean penguin height lies in the range

14.99 and 15.81

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Answer:

201 miles.

Step-by-step explanation:

If you've traveled 124 miles in 2 hours, than in one hour must've been 62 miles. 62 multiplied by 3 is 186, which is how much miles have been traveled in 3 hours. Plus the 15 minutes would probably be 201 miles. Hope this helps!

The probability that a student makes more than 7 mistakes on the exam is 0.39.

In science, the probability of an event is a number that indicates how likely the event is to occur. It is expressed as a number in the range from 0 and 1, or, using percentage notation, in the range from 0% to 100%. T

Now, let X be the number of mistakes a student makes on the exam. Then, the X follows a binomial distribution with n=16 and some unknown probability of success p (i.e., the probability of answering a question correctly).

We know that P(X<5) = 0.47 and P(5<=X<=7) = 0.14. Using the complement rule, we can find P(X>7) as follows:

P(X>7) = 1 - P(X<=7)

= 1 - P(X<5) - P(5<=X<=7)

= 1 - 0.47 - 0.14

= 0.39. Therefore, the probability that a student makes more than 7 mistakes on the exam is 0.39.

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The first 3 terms of the sequence are 21, 24 and 29

From the question, we have the following parameters that can be used in our computation:

n² + 20

This means that

f(n) = n² + 20

The first 3 terms of the sequence is when n = 1, 2 and 3

So, we have

f(1) = 1² + 20 = 21

f(2) = 2² + 20 = 24

f(3) = 3² + 20 = 29

Hence, the first 3 terms of the sequence are 21, 24 and 29

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