What is the distance between -7 and 21 on a number line?

Answer:

c=(1,-8)

d=(7,-8)

e=(7,0)

f=(1,0)

Step-by-step explanation:

It super simple, just just move each point to the right 5 lines/units, and up 2 lines/units.

The coordinates of the vertices after a translation 5 units right and 2 units up. C =(1,-8), D =(7,-8), E =(7,0) and F =(1,0)

Suppose the graph is drawn on the coordinate plane.

Let the shifting be (x,y) → (x+a, y+b)

Then, add 'a' to all x coordinates of the graph's points. Add 'b' to all y coordinates of the graph's points.

The resultant set of new points will be plotted.

Thus it is called origin shift since we think of it as the origin was picked and placed at the point (a,b)(in this case) along with those two axes (x and y axes) and now everything will be measured from this new axes' frame.

Therefore, the coordinates of the vertices after a translation 5 units right and 2 units up.

C =(1,-8)

D =(7,-8)

E =(7,0)

F =(1,0)

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Answer:

s = 5.1

Step-by-step explanation:

[tex]0.7 (3s + 4)-1.1s = 7.9\\[/tex]

Multiply both sides of the equation by 10

[tex]0.7\left(3s+4\right)\cdot \:10-1.1s\cdot \:10=7.9\cdot \:10\\\\= 7\left(3s+4\right)-11s=79\\[/tex]

Expand

[tex]\mathrm{Expand\:}7\left(3s+4\right)-11s:\\\quad 10s+28[/tex]

Subtract 28 from both sides

[tex]10s+28-28=79-28[/tex]

Simplify

[tex]10s=51[/tex]

Divide both sides of the equation by 10

[tex]\frac{10s}{10}=\frac{51}{10}[/tex]

Simplify

[tex]s=\frac{51}{10}\\\\Decimal = 5.1[/tex]

Answer:

640 students

Step-by-step explanation:

We are told in the question that 4 out of every 5 students owns a bicycle

This also means , out of every 5 students only 1 does not have bicycle

Then we have a ratio of 4 : 1

This means a fraction of 4/5 students own a bicycle in a school

Based on this result, how many of the 800 students in a school own a bicycle?

This calculated as:

4/5 × 800

= 640 students

Therefore, 640 students out of 800 students own a bicycle

Answer:

23

Step-by-step explanation:

Answer:

please like it wild be a lot to me

Step-by-step explanation:

ddyruxcdgjkgd cycrlcrylruclvtistnugfsjvdsnhcd

Answer:

Step-by-step explanation:

The length of a line segment or the distance between two points can be found by using the formula

[tex]d = \sqrt{ ({x1 - x2})^{2} + ({y1 - y2})^{2} } \\ [/tex]

where

(x1 , y1) and (x2 , y2) are the points

From the question the points are

J(-4,2) and G(146,52)

The the length of the line segment joining the points is

[tex] |JG| = \sqrt{ ({ - 4 - 146})^{2} + ({2 - 52})^{2} } \\ = \sqrt{ ({ -150})^{2} + ({ -50})^{2} } \\ = \sqrt{22500 + 2500} \\ = \sqrt{25000} \\ = 50 \sqrt{10} \\ = 158.11388[/tex]

We have the final answer as

Hope this helps you

Answer:

This equation has infinite solutions

Step-by-step explanation:

3t + 5 + t = 5 + 4t

4t + 5 = 4t + 5

4t = 4t

t = t

Infinite solutions

Answer:

3t+5+t=5+4t.

3t+t-4t=5-5.

0=0.

The answer is 0

Answer:

v is less than negative 8

Step-by-step explanation:

-8 and -6 is -14 so it has to be less than -8 to be greater than -14

Answer:

17

Step-by-step explanation:

|-9-8|

Solve what is inside the absolute value

|-17|

Then take the non negative result

17

Answer:

17

Step-by-step explanation:

The answer is 17 there u go

Answer:

what did you put for question 2 and 3?

Step-by-step explanation:

2.If the values for length and area are plotted, what would the graph look like?

3.How is the relationship between the length and the area of the rectangle different from other kinds of relationships we’ve seen before?

Answer:

The florist delivered more than 4000 roses

Step-by-step explanation:

One dozen is 12 roses, so the fast florist delivered a total of 368 x 12 = 4416 roses. That is more than 4000 roses, so the answer is More than 4000 roses

Answer:

m = 0.449

Step-by-step explanation:

Isolate the variable, m. Note the equal sign, what you do to one side, you do to the other. Remember to do the opposite of PEMDAS.

PEMDAS is the order of operation & =

Parenthesis

Exponents (& Roots)

Multiplication

Division

Addition

Subtraction

First, subtract 2.4 from both sides:

2.4 (-2.4) + 10m = 6.89 (-2.4)

10m = 6.89 - 2.4

10m = 4.49

Divide 10 from both sides:

(10m)/10 = (4.49)/10

m = 4.49/10

m = 0.449

0.449 is your answer for m.

~

Answer:

m = 0.449

Step-by-step explanation:

[tex]2.4+10m=6.89\\\\\mathrm{Subtract\:}2.4\mathrm{\:from\:both\:sides}\\2.4+10m-2.4=6.89-2.4\\\\Simplify\\10m=4.49\\\\\mathrm{Divide\:both\:sides\:by\:}10\\\frac{10m}{10}=\frac{4.49}{10}\\\\Simplify\\m=\frac{4.49}{10}\\\\\left(\mathrm{Decimal}:\quad m=0.449\right)[/tex]

Answer:

[tex](\frac{1}{k} )^{10}[/tex]

Step-by-step explanation:

When making a negative a positive, all you need to do is flip it, in this case, making it a fraction.

~theLocoCoco

Answer:

x = 26

Step-by-step explanation:

Given

[tex]\frac{1}{3}[/tex] (x - 2) = [tex]\frac{1}{5}[/tex] (x + 4) + 2

Multiply through by 15 to clear the fractions

5(x - 2) =3(x + 4) + 30 ← distribute and simplify both sides

5x - 10 = 3x + 12 + 30, that is

5x - 10 = 3x + 42 ( subtract 3x from both sides )

2x - 10 = 42 ( add 10 to both sides )

2x = 52 ( divide both sides by 2 )

x = 26

Step-by-step explanation:

Let x be the width of the uniform strip floor around the rug.

Then the width of the rug is (21 - 2x) and the length of the rug is (29 - 2x).

(21 - 2x)(29 - 2x) = 345

609 - 100x + 4x^2 = 345

4x^2 - 100x + 264 = 0

x^2 - 25x + 66 = 0

(x - 22)(x - 3) = 0

x = 3 or x = 22 (rejected as x must be less that the width of the room)

Hence the width of the rug is 21 - 2(3) = 15 feet and the length of the rug is 29 - 2(3) = 23 feet.

Answer:

B

Step-by-step explanation:

i just took the assignment

Answer:

its b

Step-by-step explanation:

i did the assignment

Answer:

-10/-2

Step-by-step explanation:

Answer:

-10/-2

Step-by-step explanation:

Answer:

the measurement of C is 83° because AB = BE so B = A

180° (triangle ABE) - 57°(2) = 66°

180° (line AD) - 66° = 114°

180° (line BC) - 114° = 66° (angle E)

180° (Triangle DCE) - 66° - 31° = 83°

Answer:

Step-by-step explanation:

y + 3 < -1

y < -4

Answer:

negative five point six times ten minus three

Step-by-step explanation:

write the number out with letters

Answer:

-0.0056

Step-by-step explanation:

Hope this helped

Answer:

The answer is 3.2.

Step-by-step explanation:

Answer:

the statement above is false a

Step-by-step explanation:

3.2 is greater than 3.072

Answer:

j

Step-by-step explanation:n

I hope this helps you

The triangle is an isosceles and an obtuse triangle

A triangle with two sides of equal length is an isosceles triangle. The isosceles triangle has three acute angles, meaning that the angles are less than 90°. The sum of three angles of an isosceles triangle is always 180°.

In an isosceles triangle, the two equal sides are called legs, and the remaining side is called the base. The angle opposite the base is called the vertex angle

The three types of Isosceles Triangles are :

Isosceles acute triangle

Isosceles right triangle

Isosceles obtuse triangle

Given data ,

Let the triangle be represented as ΔABC

Now , the measure of ∠ABC = 120°

So , it is an obtuse triangle with angle > 90°

Now , the measure of sides AB = measure of BC

So , an isosceles triangle, the two equal sides are called legs, and the remaining side is called the base

Therefore , it is an Isosceles obtuse triangle

Hence , the triangle is isosceles

To learn more about isosceles triangles click :

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Answer:

AC= 22

Step-by-step explanation:

see photo

The numerical length of AC is 22 units.

In geometry, a line segment is a part of a line that is bounded by two distinct end points,and contains every point on the line that is between its endpoints.

Now it is given that,

Point B is on line segment AC

AB = 4x-6

AC = 2x+10

BC = 4

now since Point B is on line segment AC, therefore

AC = AB + AC

⇒ 2x + 10 = 4x - 6 + 4

⇒ 2x + 10 = 4x - 2

⇒ 2x = 12

⇒ x = 6

Put the value of x in AC, we get

AC = 2(6) + 10

or, AC = 12 + 10

or, AC = 22 units.

Hence, the numerical length of AC is 22 units.

More about line segment :

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Answer:

Actually it is not hard. It is just the mentallity or attitude that u have towards it. Stop saying and believing that it is hard........just start doing more practice per topic everyday, 2 to 3 sums a day in a topic that u have not understood will do the trick. And above all, believe in yourself and start seeing yourself as a little math genius and never give up trying.

Step-by-step explanation:

Answer:

Math is hard because it wants us to fail.

Step-by-step explanation:

Also someone says that math stands for Mental Abuse To Humans. So...

Answer:

C

Step-by-step explanation:

let y = f(x) and rearrange making x the subject, that is

y = [tex]x^{4}[/tex] + 7 ( subtract 7 from both sides )

y - 7 = [tex]x^{4}[/tex] ( take the fourth root of both sides )

[tex]\sqrt[4]{y-7}[/tex] = x

Change y back into terms of x where x is g(x)

g(x) = [tex]\sqrt[4]{x-7}[/tex] , x ≥ 7