Passes through (-3,2) and perpendicular to the line containing (2,3) and (1,-2)

Answer:

sometimes

Step-by-step explanation:

There are several ways that dilation is used in real life. Here are several:

In graphic design. I actually do some graphic design, and I use dilation a lot. It is common to dilate photos to fit the space that you want it to fit.

In police work and crime investigation. Detectives and police dilate photos to see smaller details and evidence.

In architecture. It is normal for architects to make a prototype of their design or building. In order to make the building true to the prototype, they must dilate the scale and measurements.

In the doctor's office. Dilation is used in eye exams so that the eye doctor can view the patient's eye better. After a while it will slowly reduce in size and return back to normal.

By analyzing and understanding the graph of the absolute value function, we find that the function evaluated at the x-value equal to 1 is equal to the y-value equal to 3.

In this problem we find the representation of an absolute value function, where the horizontal axis corresponds to the values of the domain, whereas the vertical axis is for the values of the range. In that picture we must look up for the y-value associated with a given x-value.  

Then, we proceed to evaluate the absolute value function at x = 1. In accordance with the graph, the y-value , that is, from the vertical axis, associated with the x-value, that is, from the horizontal axis, equal to 1 is equal to a value of 3.

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Answer:

[tex]\frac{-8}{27}[/tex]

Step-by-step explanation:

[tex]\frac{-5}{9}[/tex] - [tex]\frac{-7}{27}[/tex]  Subtracting a negative is the same as adding a positive.  So I would change the form to addition.

[tex]\frac{-5}{9}[/tex] + [tex]\frac{7}{27}[/tex]  Now to add, we need a common denominator.  Let's us 27

[tex]\frac{-5}{9}[/tex] = [tex]\frac{-15}{27}[/tex]  We multiple the numerator and denominator (top and bottom) by 3 to make an equivalent fraction.

[tex]\frac{-15}{27}[/tex] + [tex]\frac{7}{27}[/tex]  the bottom number stays the same and we add the top numbers

-15 + 7 = -8

[tex]\frac{-8}{27}[/tex]

Answer: -8/27

Step-by-step explanation:

[tex]\displaystyle\\-\frac{5}{9} -(-\frac{7}{27} )=\\\\-\frac{5*3}{9*3} +\frac{7}{27} =\\\\\frac{-15}{27}+\frac{7}{27}=\\\\ \frac{-15+7}{27}=\\\\ \frac{-8}{27} =\\\\-\frac{8}{27}[/tex]

If we have the x and y components of a vector, the trigonometry function that can be used to determine its angle relative to the x-axis is cosine function.

For given question,

Let α be an angle between vector a and vector b.

The angles between two vectors is given by,

cos(α) = [tex]\frac{\vec a . \vec b}{|\vec a | | \vec b|}[/tex]

The x component of vector is usually denoted by [tex]\vec i[/tex]

Let vector be [tex]x\vec i + y\vec j[/tex]

Let [tex]\vec a=\vec i, ~ \vec b=x\vec i + y\vec j[/tex]

[tex]\vec a . \vec b=x[/tex]

[tex]|\vec a|=1[/tex]

[tex]|\vec b|=\sqrt{x^2+y^2}[/tex]

So, the angle between the vector and x-axis is [tex]cos^{-1}(\frac{x}{\sqrt{x^2+y^2} } )[/tex]

Therefore, if we have the x and y components of a vector, the trigonometry function that can be used to determine its angle relative to the x-axis is cosine function.

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Answer:

73

Step-by-step explanation:

10+(9×6)+(9×1)

10+54+9

=73

Answer:

Week 1 =11

Week 2 = 9

Week 3 = 7

Week 4 = 5

Week = 3

11 + 9 + 7 + 5 + 3 = 35

Pattern: She is losing 2 less pounds each week. There is a pattern.

Answer: 144N

Step-by-step explanation:

A=acceleration. N=net force. M=mass

A=N/M

4.5=N/32

4.5*32=N

N=144N

[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]

Net Force acting on a body can be determined by formula :

[tex]\qquad \sf  \dashrightarrow \: f = m \times a[/tex]

where,

[tex]\qquad \sf  \dashrightarrow \: f = 32 \times 4.5[/tex]

[tex]\qquad \sf  \dashrightarrow \: f = 144 \: \: N[/tex]

So, the net force acting on the body is 144 Newtons.

Answer:

distributive property

subtraction

division property of equality

Answer:

If what youre asking is √162, then the answer is 9√2

Step-by-step explanation:

Answer: 12.73

type it in your calculator if you can

Answer:
x^4−3x^3+5

Step-by-step explanation:

Simplify the answer and convert it to standard form.

Answer: ANSWER

The simplified polynomial in standard form is

EXPLANATION

The given expression is

We group the terms with the same exponents,

We simplify to obtain,

Since the expression is a polynomial, writing it in standard form means writing the simplified form in descending powers of x.

Step-by-step explanation: gl

Answer:

=45867

Step-by-step explanation:

[tex]\frac{\begin{matrix}\:\:&\textbf{\:\:}&7&9&9&13\\ \:\:&\textbf{7}&\linethrough{8}&\linethrough{10}&\linethrough{10}&\linethrough{3}\\ -&\textbf{3}&2&1&3&6\end{matrix}}{\begin{matrix}\:\:&\textbf{4}&5&8&6&7\end{matrix}}[/tex]

17716.09385 is sum of multiplication .

What does multiply mean?

= 2.53 x 1019 + 3.197 x 1017 + 2.56197 x 1019 + 3.2223 x 1019 + 2.56197 x 1036 + 3.2223 x 1036

= 2578.07 + 3251.349 + 2610.64743 + 3283.5237 + 2654.20092 + 3338.3028

= 17716.09385

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Answer:

180

Step-by-step explanation:

Because its true

Answer:

Step-by-step explanation:

it provides services to both the user and the programs.

it provides program an environment to execute.

Answer:

The wind speed and plane speed is 11 and 96  mph.

It is required to find the speed of the plane in still air and the speed of the wind.

Arithmetic is the branch of mathematics that deals with the study of numbers using various operations on them. Basic operations of math are addition, subtraction, multiplication and division. These operations are denoted by the given symbols.

Given:

Let plane speed be "p".

Let wind speed be "w".

According to given question we have,

p + w = 107 mph

p - w =  85 mph

By the method of elimination we get,

2p = 192

p = 96 mph

The plane speed is 96 mph.

Solve for "w":

p + w = 107

96 + w = 107

w = 11 mph

The wind speed is  11 mph.

Therefore, the wind speed and plane speed is 11 and 96  mph.

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Answer:

Alright, 53 + 28 = 81

Answer:

81

Step-by-step explanation:

The wind instrument with the closed end.

Why is it known as a node?

Node is the actual name in use. It was initially intended to be used as a web application, but the author changed the name to node after realizing it could be applied to a variety of situations.

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Answer:

well it would be [tex]-\frac{1}{3}[/tex]

Step-by-step explanation:

Simply put [tex]-\frac{3}{9}[/tex]. The top and bottom are divisible by 3 so you simplify and you end up with negative one third.

Answer: 401

Step-by-step explanation:

-177 + 578 = 401

The other angle opposite the given 72° angle is also 72°. This is because vertical angles are congruent.

The other two opposite angles are 180-72 = 108° each

See the diagram below. Notice how all four angles add to 360 degrees. Any adjacent pair of angles add to a straight line of 180 degrees.

Answer: 166

We’ll give it your best mate keep it up

The six trigonometric functions of theta for the point (-4, -4) is

sin Θ = -1/√2

cos Θ = -1/√2

tan Θ = 1

cosec Θ = -√2

sec Θ = -√2

cot Θ = 1

Trigonometric Functions:

Trigonometric functions are defined as the functions of an angle of a triangle. It means that the relationship between the angles and sides of a triangle.

The six trigonometric functions are,

Sin Θ =Opposite/Hypotenuse

Cos Θ = Adjacent/Hypotenuse

Tan Θ = Opposite/Adjacent

Sec Θ =  Hypotenuse/Adjacent

Cosec Θ  = Hypotenuse/Opposite

cot Θ  = Adjacent/Opposite

Given,

Let (-4,-4) be a point on the terminal side of theta in standard position.

Here we need to find the exact values of six trigonometric functions.

Here the give point (-4,-4) represents the values of (opposite, adjacent).

So, the opposite = -4

and adjacent = -4

Now we have to find the hypotenuse of the point,

For that, we have to use the Pythagoras theorem,

hypotenuse = √oppostie² + adjacent²

Therefore,

=> hypotenuse = √(-4)² + (-4)²

=> hypotenuse = √16 + 16

=> hypotenuse = √32

it can be written as,

=> hypotenuse = √2 x 16

=> hypotenuse = 4√2

Now the six trigonometric functions are based on the formula,

sin Θ = -4/4√2 => sin Θ = -1/√2

cos Θ = -4/4√2 => cos Θ = -1/√2

tan Θ = -4/-4 => tan Θ = 1

cosec Θ = 4√2/-4 => cosec Θ  = -√2

sec Θ = 4√2/-4 =>  sec Θ  = -√2

cot Θ = -4/-4 => cot Θ = 1

So, all the six trigonometric values are identified.

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Answer:

It would be 3710.

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

[tex]16^{2} =256[/tex]

_____________________

Solution:

Exact Form:

[tex]\frac{4}{7}-(-\frac{3}{8}) = \frac{53}{56}[/tex]

______________________

(^Note^)

To subtract fractions, find the LCD (Least Common Denominator), then combine.

Hope this helps! If so, please lmk! Thanks and good luck!

Answer: 53/56

Step-by-step explanation:

sorry if im wrong but since there is 2 negative signs it is going to become positive. so..

4/7+3/8

then make the denominators the same (56)

then multiply the numerators by the number you multiplied for the denominator for the question.

answer: 32/56+21/56 = 53/56

   y4 = sin x is the smallest positive integer n .

What is a positive integer, exactly?

What is a positive integer example?

A whole number, or a number whose decimal portion is 0, is another name for an integer. 72 is an illustration of a positive integer.

y = sin x

1 derivative of sin x -

y' =  cos x

2 derivative of cos x

y'' =  - sinx

3 derivative of sinx

y''' = - cos x

4 derivative of cos x

[tex]y^{(4)} = sinx[/tex]

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      Of all of the common assumptions that we discussed in class, I think one of the most common is the idea that a children’s text should in some way teach the reader something.  We of course talked about the term didactic, and how a didactic book strongly pushes a lesson onto the reader, telling them that they should believe this or that.  Many times a reason for that lesson isn’t even given, as though the young person reading the book should just accept that lesson because they are told to, because the other knows better.  As I was reading Cat in the Hat by Dr. Seuss, the book I selected for the assignment, I was hoping that it wouldn’t be as didactic as most other children’s books, and that it would be as playful and exciting as I remember as a child.  On the last two pages of the book, however, the absent mother returns home, the cat has disappeared, the children are behaving nicely, sitting in chairs, and it is pretty obvious that even though they got into mischief they are still good children after all.  Nothing really has changed at the end of the book.  Although all sorts of things got played with, and the children broke the rules I am sure they know about (like, “Don’t fly kites in the house”), major boundaries were never crossed.

           We talked about how the opposite of a didactic book might be an ambiguous book, or a book that encourages the reader to think about issues, to make decisions for themselves.  In that kind of book, the author usually wants to the reader to think for her or himself, to understand that some things are difficult, even for adults.  The author may present a problem and ask you what you think, or might just never come around to saying exactly what you are supposed to believe.  The last page of Cat in the Hat ends with the narrator saying, referring to the mother, “Should we tell her about it? / Now what SHOULD we do? / Well . . . / What would YOU do / If your mother asked you?” (61).  In some ways, this is probably a pretty ambiguous ending.  The author asks the reader that if your mother left, if someone wanted you to do what you weren’t supposed to, if you did it anyway, and if you didn’t get caught, then would you tell your mother or father what happened?  Most adults wouldn’t tell what happened themselves, but the question is there anyway, and it seems to be really asking children what they believe.

           But it doesn’t seem really that ambiguous.  If the book were really ambiguous it would be breaking the Typical Case Prototype of children’s books, and in almost every other way the book keeps to those prototypes.  As Nodelman describes it, children’s books are typically bright, colorful, funny, entertaining, and maybe sometimes rhyming.  Children’s books portray children as the way adults typically think of them, as crazy kids who aren’t serious like adults, or innocent angels who would never really do any harm when they play.  Dr. Suess portrays typical kids, bored by the rain, wanting to do something wild.  Although Seuss’s style is strange, the children even look like the sort of standard white children that appear in most books, the girl in a dress and ribbon in her hair.  We saw in class how these children are a lot like the standard one’s in Cassie’s history textbook  And although strange things happen in the book – a talking cat, a couple of strange Things, a lot of things getting thrown around – it is the kind of play we come to expect in children’s lives, especially in the sorts of standard things shown on television and in movies.

           In fact, the children never quite seem to trust the Cat, and they always just sort of watch him play.  The children never really do anything that crazy themselves.  The Fish, who sounds a lot like an adult, is always there to warn them, and in the end everything gets cleaned up.  Of course the book is fun and playful, and is obviously one of the most famous and liked picture books ever made, but it is still pretty straightforward.  Cat in the Hat reinforces and demonstrates almost all of the typical assumptions about childhood, and it fulfills all of the typical case prototypes of children’s books.  Examining it made me think about how the book might have changed in recent years, especially since children are rarely bored when they are at home any more (with all of the stuff they own to play with).  But more than that, it made me think about why we expect all children’s books to be like this, why it is always considered one of the best books for children.  Although I like typical children’s books, it makes me also interested in books that don’t do what we expect.  The book was written 1957, and in so many ways children’s books have become so incredibly different since then.  But in a lot of other ways, some good, some bad, they haven’t changed at all.    

Answer: 4.631*10^5

Step-by-step explanation:

463,100=

400,000+63,100=

4*100,000+(63,100/100,000)*100,000=

4*10^5+(631/1000)*10^5=

4*10^5+0.631*10^5=

(4+0.631)*10^5=4.631*10^5

The domain of the function is -∝ < x < ∝, the range of the function is -∝ < y < ∝, and the x-intercept of the function is (-1, 0)

The equation of the function is given as

g(x) = 4x + 4

The function g(x) is a linear function.

There is no restriction on the input values and output values of a linear function

This means that the domain and the range of a linear function are the set of all real numbers

Set g(x) to 0, to determine the x-intercept

So, we have

4x + 4 = 0

Divide through by 1

So, we have

x + 1 = 0

Evaluate the like terms

x = -1

Hence, the domain of the function is -∝ < x < ∝, the range of the function is -∝ < y < ∝, and the x-intercept of the function is (-1, 0)

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Answer: Your answer is B darling.

Step-by-step explanation: