These two triangles are similar. What is the missing side measure?
X
5
O x = 9.5
0 x = 2
Ox=7
Ox=4
3.5
20
8
14

Answers

Answer 1

According to the given information, the missing side measure is 14.

What is triangle?

A triangle is a polygon with three sides, three angles, and three vertices. It is the simplest polygon and the fundamental shape used in geometry. A triangle can be classified based on the length of its sides and the measure of its angles.

To find the missing side measure, we can set up a proportion between the corresponding sides of the two similar triangles:

(x + 5) / x = 9.5 / 7

We can then solve for x by cross-multiplying:

7(x + 5) = 9.5x

7x + 35 = 9.5x

35 = 2.5x

x = 14

Therefore, the missing side measure is 14.

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Related Questions

which direction does the gradient v point in the direction of maximum increase or maximum decrease in v

Answers

The negative of the gradient (-grad f(x)) points in the direction of the maximum decrease of f from x.

The gradient of a scalar-valued function is a vector that points in the direction of the maximum increase of the function.

In other words, if we consider a point in the domain of the function and take the gradient at that point, the direction of the gradient vector indicates the order in which the function increases the most from that point. Conversely, the negative gradient points in the direction of the maximum decrease of the function.

Specifically, let f be a scalar-valued function of n variables [tex](f: R^n - > R),[/tex]and let x be a point in the domain of f. The gradient of f at x is defined as the vector:

[tex]grad f(x) = (∂f/∂x1, ∂f/∂x2, ..., ∂f/∂xn)[/tex]

where ∂f/∂xi denotes the partial derivative of f with respect to xi evaluated at x, the direction of the gradient vector grad f(x) at x is the direction in which f increases the most from x, and the magnitude of the gradient vector is the rate of change of f at x in that direction.

The negative of the gradient (-grad f(x)) points in the direction of the maximum decrease of f from x.

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Does the expression 56x+40y-48z=8(7x+5y-6z)

Answers

For all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

Explain expression using an example.

As an illustration, the phrase x + y is one where x and y are terms with an addition operator in between. There are two sorts of expressions in mathematics: numerical expressions, which only contain numbers, and algebraic expressions, which also include variables.

Indeed, for all values of x, y, and z, the expression 56x + 40y - 48z = 8(7x + 5y - 6z) holds true.

We can simplify both sides of the equation to understand why:

56x + 40y - 48z = 8(7x + 5y - 6z)

56x + 40y - 48z = 56x + 40y - 48z

As we can see, the equation is true for all values of x, y, and z because both sides are identical.

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Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation.

Answers

The result of the division in ordinary decimal notation is 300.

Scientific notation, also known as standard form or exponential notation, is a method of expressing very large or very small numbers in a compact and standardized way.

To perform the indicated operation, we need to divide 0.00036 by 0.0000012.

First, let's express both numbers in scientific notation

0.00036 = 3.6 x 10^(-4)

0.0000012 = 1.2 x 10^(-6)

Now we can divide the two numbers and simplify

3.6 x 10^(-4) / 1.2 x 10^(-6) = (3.6 / 1.2) x 10^(-4-(-6)) = 3 x 10^(2)

Finally, we can convert this result back to ordinary decimal notation

3 x 10^(2) = 300

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The given question is incomplete, the complete question is:

Convert each number to scientific notation and perform the indicated operations. Express the result in ordinary decimal notation. 0.00036/0.0000012

please help me with 4 math questions

Answers

Using linear negative association, According to the  all four parts correct options are D ;A ;D ;D respectively

What is linear negative association?

The slope of a line expresses a great deal about the linear relationship between two variables. If the slope is negative, there is a negative linear relationship, which means that as one variable increases, the other variable decreases. If the slope is zero, one increases while the other remains constant.

The first answer to the question is option D

The second answer to the question must be option A  

Option D must be chosen for the third question.

Option D  must be selected for Question 4.

Solution:

1.

square of 3 is 9

3 to the power of negative 2 is 1/ 9

cube of 3 is 27

3 to the negative power 3 is 1/27

2.

cylinder  volume =πr²h

Given value

pi =3.14

r=5

h=10

Volume=3.14×5²×10

cylinder volume =785m³

3.

When a point is rotated 90 degrees anticlockwise about the origin, it becomes the point (x,y) (-y,x).

The coordinates of Point N are (4, 3)

N' will be the new coordinates (-3, 4)

As a result, the y-coordinate of N' is 4.

4.

Option D must be selected for Question 4.

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Consider the following algebraic statements and determine the values of x for which each statement is true.

8=-|x|

Answers

Answer:

This is false.

Step-by-step explanation:

Since absolute value bars change negatives into positives and positive into themselves (positives) we can put the example:

[tex]-|8|\\[/tex]

When we remove the absolute value bars, 8 will still equal 8. But, we have a negative, therefore the 8 has a negative after being simplified with absolute value.

x = -8, not positive 8.

Answer:

Ther are no values of x that would make this statement true. There is no solution.

Step-by-step explanation:

A salesperson earns 4% commission on furnace sales.

What is the commission that the salesperson earns on the sale of $33,000 worth of furnaces.

Answers

The commission earned 4 percentage on the salesperson on the sale of furnaces is $1320.

What is percentage?

In mathematics, a percentage is a number or ratio that can be expressed as a fraction of 100. If we need to calculate a percentage of a number, we should divide it by its entirety and then multiply it by 100. The percentage therefore refers to a part per hundred. The word per cent means per 100. The letter "%" stands for it. The term "percentage" was adapted from the Latin word "per centum", which means "by the hundred". Percentages are fractions with 100 as the denominator.

by the question.

the commission that the salesperson earns on the sale of $33,000 worth of furnaces= 4% of 33,000 = 4× 330 = $1320

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6TH GRADE MATH IS THIS CORRECT??

Answers

Answer:

Step-by-step explanation:

y2-y1/x2-x1

-7-(-19)/-2-1

12/-2

-6

The slope is -6

Help please! Appreciate the help

Answers

For the given statements for domain and range, option 3 and option 4 are correct answers.

What is domain and range?

The sets of all the x-coordinates and all the y-coordinates of ordered pairs, respectively, are the domain and range of a relation. With functions, we enter various numbers, and the output is a new set of numbers. The two essential characteristics of functions are domain and range. A function's domain and range are its constituent parts.

The domain of the function are all the input values while the range are the output values of the function for the given input.

In the given options, option 3 and 4 are correct as the functions have the same input but not the same output.

That is, they have the same domain, all real numbers, but not the same range.

Hence, for the given statements for domain and range, option 3 and option 4 are correct answers.

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Thomas bought 120 whistles, 168 yo-yos and 192 tops . He packed an equal amount of items in each bag.
a) What is the maximum number of bag that he can get?

Answers

Answer:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

Prime factorizing the three numbers:

120 = 2^3 x 3 x 5

168 = 2^3 x 3 x 7

192 = 2^6 x 3

The GCD is the product of the common prime factors with the lowest exponents, which is 2^3 x 3 = 24.

So, Thomas can pack the items into 24 bags, each containing an equal number of whistles, yo-yos, and tops.

Answer:

Step-by-step explanation:

To find the maximum number of bags that Thomas can pack, we need to find the greatest common divisor (GCD) of 120, 168, and 192.

We can start by finding the prime factorization of each number:

120 = 2^3 × 3 × 5

168 = 2^3 × 3 × 7

192 = 2^6 × 3

Then we can find the GCD by taking the product of the smallest power of each common prime factor:

GCD = 2^3 × 3 = 24

Therefore, Thomas can pack a maximum of 24 bags.

Given two points (x1, y1) and (x2, y2) in the cartesian plane, show that the slope
m of a line is of the form
m =y2 − y1÷x2 − x1
assuming that x2≠ x1

Answers

therefore, we have shown that: [tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex] assuming that x2 ≠ x1.

What is slope?

Slope refers to the measure of steepness of a line or a curve. In mathematics, slope is usually denoted by the letter "m" and is defined as the ratio of the change in the y-coordinate to the change in the x-coordinate between two points on a line.

The formula for calculating the slope between two points (x1, y1) and (x2, y2) on a line is:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

by the question.

To finds the slope of a line passing through two points (x1, y1) and (x2, y2), we use the slope formula:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})[/tex]

This formula represents the change in y divided by the change in x between the two points.

Now, assuming that x2 ≠ x1, we can simplify the formula as follows:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(1/1)[/tex]

Multiplying the numerator and denominator by 1, which in this case is (x2 - x1) / (x2 - x1), we get:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})*(x_{2}-x_{1})/(x_{2}-x_{1})[/tex]

Simplifying the numerator, we have:

[tex]m= (y_{2} -y_{1} )/(x_{2}-x_{1})/[(x_{2}-x_{1})*1][/tex]

The term (x2 - x1) cancels out, leaving us with:

[tex]m=(y_{2}-y_{1} /1[/tex]

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change these fractions to decimals 1/35​

Answers

Answer:

Step-by-step explanation:

CAN SOMEONE PLEASE HELP thank you so so much please!!!

Answers

Step-by-step explanation:

try this option, all the details are in the attachment.

list all symmetry groups that are the symmetry groups of quadrilaterals and for each group sketch a quadrilateral

Answers

The quadrilaterals which have both line and rotational symmetry of order more than 1 are square, and rhombus

Symmetry is a fundamental concept in mathematics and geometry. It refers to the property of a shape that remains unchanged when it is transformed in a certain way.

Now, let's talk about quadrilaterals that have both line and rotational symmetry of order more than 1. One example of such a quadrilateral is a square.

Another example of a quadrilateral with both line and rotational symmetry of order more than 1 is a rhombus. A rhombus is a type of quadrilateral where all four sides are equal in length, and opposite angles are equal.

In summary, a square and a rhombus are examples of quadrilaterals that have both line and rotational symmetry of order more than 1.

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Complete Question:

Name the quadrilaterals which have both line and rotational symmetry of order more than 1.

Complete the recursive formula of the arithmetic s -17,-8, 1, 10, .... a(1) = -17 a(n) = a(n − 1)+​

Answers

Answer:

The common difference between consecutive terms in the sequence is 8 (since -17 + 8 = -9, -9 + 8 = -1, -1 + 8 = 7, and so on). Therefore, the recursive formula for this arithmetic sequence is:

a(1) = -17

a(n) = a(n-1) + 8 for n >= 2

This formula says that the first term in the sequence is -17, and each subsequent term is found by adding 8 to the previous term.

(please mark my answer as brainliest)

Is this figure a polygon dont answer if you don’t know the answer

Polygon - a plane figure with at least three straight sides and angles, and typically five or more.

Answers

Answer:

No

Step-by-step explanation:

Since a polygon has straight sides, with 3 or more, it cannot be a polygon since one side is curved.

6TH GRADE MATH, What is the y intercept in the equation y= 4x - 8??

Answers

the y intercept is -8

PLEASEE HELP!
Draw an angle that is 150 degrees.

Answers

Step-by-step explanation:

[tex]\textsf{For this problem, we are asked to draw an angle that is 150}^{\circ}.[/tex]

[tex]\textsf{We will need a Protractor to draw this angle.}[/tex]

[tex]\large\underline{\textsf{To Draw an Angle with a Protractor;}}[/tex]

[tex]\textsf{First, notice a point at the bottom of the Protractor. This is where we will start.}[/tex]

[tex]\textsf{Draw a Straight Line from the point to the 0}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Secondly, use a ruler to carefully draw a straight line towards the 150}^{\circ} \ \textsf{mark.}[/tex]

[tex]\textsf{Note that some Protractors may be different from others. Similar steps should apply.}[/tex]

[tex]\textsf{Refer to the picture. It represents what the angle should look like afterwards.}[/tex]

To do :-

To draw a angle of 150° .

Instruments required:-

A pair of compasses ,A ruler ,A pencil ,and a protactor

Steps of construction:-

Draw a line segment of desired length.Taking a point on the line , draw a semicircle using a compass .Taking G as centre cut an arc on the semicircle mark the point of intersection as I .Taking I as centre cut another arc on the semicircle , mark it as point J .Taking J and I as center, cut an arc such that both the arcs intersect each other, mark it as point D .Join C and D .Taking F as centre again cut an arc on the semicircle, mark it as point E .Join E and C .Using a protactor you can check whether the angle formed is 150° or not .

Hence angle ECB represents 150° .

Precaution:- do not change the arm length of the compass.

and we are done!

From the given graph, how many students worked at least 10 hours per​ week?

Answers

Answer:

39.

Step-by-step explanation:

From the group of 10-14 hours worked per week, 8 students.


From the group of 15-19 hours worked per week, 4 students.


From the group of 20-24 hours worked per week, 12 students.

From the group of 25-29 hours worked per week, 8 students.

From the group of 30-34 hours worked per week, 4 students.

And finally, from the group of 35+ hours worked per week, 3 students.


So, 8+4+12+8+4+3 = 39 students.

h=p√m2+n find the value of h when p = 3, n=20 , m=6

Answers

Answer:

We can substitute the given values of p, m, and n into the formula for h:

h = p√(m^2 + n)

h = 3√(6^2 + 20)

h = 3√(36 + 20)

h = 3√56

We can simplify this by factoring 56 into its prime factors:

h = 3√(2^3 × 7)

h = 3 × √(2^2 × 7) × √2

h = 3 × 2√7

Therefore, when p = 3, n = 20, and m = 6, the value of h is 6√7 or approximately 13.42.

HELP ME ASAP!!! YOU WILL BE BRAINLIEST

Answers

We can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability.

What is probability?

Probability is simply how likely something is to happen. Whenever we're unsure about the outcome of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of events governed by probability is called statistics.

The theoretical probability of rolling a 5 on a fair die is 1/6, which means that if the die is rolled many times, we would expect to see a 5 about 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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We might say that Maya's experimental probabilities oscillate about the theoretical probability, but after more trials, the experimental probabilities ought to converge to the theoretical probability.

What is probability?

Simply put, probability is the likelihood that something will occur. When we don't know how an event will turn out, we can discuss the likelihood or likelihood of several outcomes. Statistics is the study of events that follow a probability distribution.

A fair die has a theoretical probability of rolling a 5 of 1/6, therefore if the die is rolled several times, we can anticipate seeing a 5 roughly 1/6 of the time.

For the first 100 trials, Maya rolled a 5 on 25 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 25/100

experimental probability = 0.25

So, in the first 100 trials, Maya's experimental probability of rolling a 5 was 0.25.

For the first 200 trials, Maya rolled a 5 on 30 of those trials. The experimental probability of rolling a 5 in this case is:

experimental probability = number of 5's rolled / number of trials

experimental probability = 30/200

experimental probability = 0.15

So, in the first 200 trials, Maya's experimental probability of rolling a 5 was 0.15.

Comparing these experimental probabilities to the theoretical probability, we see that after 100 trials, Maya's experimental probability of rolling a 5 (0.25) is higher than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 100 trials was somewhat biased in favor of rolling a 5.

On the other hand, after 200 trials, Maya's experimental probability of rolling a 5 (0.15) is lower than the theoretical probability (1/6 ≈ 0.167). This suggests that Maya's sample of 200 trials was somewhat biased against rolling a 5.

Overall, we can conclude that Maya's experimental probabilities fluctuate around the theoretical probability, but over a larger number of trials, the experimental probabilities should converge towards the theoretical probability. This is known as the law of large numbers, which states that as the number of trials or observations increases, the experimental probability will tend to approach the theoretical probability.

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Can someone pls help me it would mean so much to me

Answers

Answer: y = 3x-2 (for first question)

Step-by-step explanation:

Equation of the line: y = mx+c. For A, it passes through (0, -2) and has a gradient of 3. So, you substitute the values inside the equation.

x = 0

y = -2

m = 3

-2 = 0+c

c= -2

ans: y = 3x-2

Use the same method to complete the rest of the questions. GL

Note: I am just a student, if I get this wrong I hope someone corrects me, thanks

Graph the function.

f(x) = 3/5x -5


Use the Line tool and select two points to graph.

Answers

Answer:

  see attached

Step-by-step explanation:

You want to graph the function f(x) = 3/5x -5.

Graph

For graphing purposes, it is convenient to choose values of x that result in integer values of y. In this case, the multiplier of x (the slope) has a denominator of 5, so it is convenient to choose x-values that are multiples of 5.

For x = 0, y = 3/5·0 -5 = -5

For x = 5, y = 3/5·5 -5 = 3 -5 = -2

Suitable points for your plot are (0, -5) and (5, -2). These are shown in the attachment.

5 Mrs. Newsome bought a piece of fabric 142 centimeters long to make a quilt for her son's bedroom. She bought a piece of fabric 2 meters long for curtains. How could Mrs. Newsome find the total length, in centimeters, of both pieces of fabric? Multiply 2 by 2,000, then add 142. Add 2 and 142, then multiply by 100. Divide 142 by 100, then add 2,000. O Multiply 2 by 100, then add 142. B C​

Answers

Answer:

Step-by-step explanation:

To find the total length of both pieces of fabric in centimeters, we need to add the length of the first piece of fabric (142 cm) and the length of the second piece of fabric (2 meters).

However, we need to make sure that the units are consistent before we add the lengths. We can convert the length of the second piece of fabric from meters to centimeters by multiplying by 100. Therefore, the total length in centimeters is:

142 cm + 2 meters * 100 cm/meter = 142 cm + 200 cm = 342 cm

The option that correctly gives the answer is "Multiply 2 by 100, then add 142" (Option C).

Please help I-readyyyyyy

Answers

m = the difference in y coordinates / the difference in x coordinates

10/3= 3.4
I think but I’m not sure as there are no coordinates
Answer - slope is 1/3

You can find slope on your graph by picking two points and finding rise (y axis) over run (x axis)
Here we see a rise up of +1 and a run to the right of + 3.
y over x = 1/3 slope

We can also pick two coordinates and use slope formula to find slope.

Coordinates

(0, 2) and (3, 3)

y 2 - y1 over x2 over x1

3 - 2 over 3 - 0 = 1/3 slope

I attached a graph to help

Part A
Use GeoGebra to graph points A, B, and C to the locations shown by the ordered pairs in the table. Then join each pair of
points using the segment tool. Record the length of each side and the measure of each angle for the resulting triangle.

Location
A(3,4), B(1,1).
C(5.1)
A(4.5), B(2.1).
C(7.3)
—————-
AB=
BC=
AC=

Answers

Answer:

Step-by-step explanation:

Answer:

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Step-by-step explanation:

Step 1

Place points A, B and C on the coordinate grid.

Alternatively, type the following into the input field as 3 separate inputs:

Triangle 1

A = (3, 4)B = (1, 1)C = (5, 1)

Triangle 2

A = (4, 5)B = (2, 1)C = (7, 3)

Step 2

Use the Segment tool to join each pair of points.

Alternatively, type Segment( <Point>, <Point> ) into the input field (replacing <Point> with the letter name of the point) to create a segment between two points.

Record the length of each side.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&AB&BC&AC\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&3.61&4&3.61\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&4.47&5.39&3.61\\\cline{1-4}\end{array}[/tex]

Step 3

Use the Angle tool to measure each angle in the resulting triangle.

Alternatively, type Angle(Polygon(A, B, C)) into the input field to create all interior angles.

Record the measure of each angle.

[tex]\begin{array}{|c|c|c|c|}\cline{1-4}\vphantom{\dfrac12}\sf Location&m \angle A&m \angle B&m \angle C\\\cline{1-4}\vphantom{\dfrac12} A(3,4),\;B(1,1),\;C(5,1)&67.38^{\circ}&56.31^{\circ}&56.31^{\circ}\\\cline{1-4}\vphantom{\dfrac12} A(4,5),\;B(2,1),\;C(7,3)&82.87^{\circ}&41.63^{\circ}&55.49^{\circ}\\\cline{1-4}\end{array}[/tex]

Note: All measurements have been given to the nearest hundredth (2 decimal places).

Simplify without calculator: (-5) (7)+4×5 (Show all calculations)​

Answers

Step-by-step explanation:

this is the answerrr

without calculator

Find the standard normal area for each of the following (LAB)Round answers to 4 decimals

Answers

The answer of the standard normal area for each of the following questions are given below respectively.

What is standard normal area?

Standard normal area refers to the area under the standard normal distribution curve, which is a normal distribution with a mean of 0 and a standard deviation of 1.

a. P(1.24<Z<2.14) = 0.0912

b. P(2.03 <Z<3.03) = 0.0484

c. P(-2.03 <Z<2.03) = 0.9542

d. P(Z > 0.53) = 0.2977

Note: The standard normal distribution is a continuous probability distribution with mean 0 and standard deviation 1. The area under the curve represents probabilities and can be calculated using a standard normal distribution table or a calculator with a normal distribution function.

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What is the meaning of "isometries"?

Answers

Answer:

  "permutations that preserve distances"

Step-by-step explanation:

You want to know the meaning of "isometries" in the given discussion of dihedral groups.

The wording of the paragraph tells you the meaning:

  "isometries ... are permutations that preserve distances."

__

Additional comment

Often, writing that introduces an unfamiliar word will describe the meaning of that word. Here, the meaning is described, along with several examples (translations, rotations, reflections).

The word isometry has its origin in ancient Greek. The prefix "iso-" means "equal", and "-metry" comes from metron, meaning "measure." Effectively, an isometry is a transformation that preserves measures.

Can someone actually see if I got this answer correct please

Answers

Instead of 2.00 as mentioned in the question, the semester GPA is 1.38. Please double-check your calculations or provide more details if you made an error when reporting your grades or computing your GPA.

How many credit hours are there in three?

Students must devote approximately 135 hours (45 x 3) of class, instructional, and independent time to a three credit unit course. Students who enroll in a course for four credit hours must dedicate around 180 (45 x 4) hours to it, split between in-class and out-of-class work.

You must first translate each letter grade using the common 4.0 scale into its equivalent numerical number before you can determine your semester GPA:

A = 4.0

B = 3.0

C = 2.0

D = 1.0

F = 0.0

E = 0.0 (equivalent to F)

Then, you can use the formula:

(Total grade points) / GPA (total credit hours)

Using this formula, we can calculate your semester GPA as follows:

FYE 105: F (0.0) x 3 credit hours = 0.0 grade points

MAT 150: E (0.0) x 3 credit hours = 0.0 grade points

ENG 101: D (1.0) x 3 credit hours = 3.0 grade points

BIO 112: A (4.0) x 3 credit hours = 12.0 grade points

BIO 113: B (3.0) x 1 credit hour = 3.0 grade points

Total grade points = 0.0 + 0.0 + 3.0 + 12.0 + 3.0 = 18.0

Total credits earned is 13 (3 + 3 + 3 + 3 + 1)

GPA = 18.0 / 13 = 1.3846

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here are the factors of sixteen and twenty. click the factors that are common to both numbers. (choose 3)

Answers

The common factors of sixteen and twenty are 1, 2, and 4.

The factors of sixteen are 1, 2, 4, 8, and 16. The factors of twenty are 1, 2, 4, 5, 10, and 20. The factors that are common to both numbers are 1, 2, and 4.

To calculate the factors of sixteen, we can start by dividing sixteen by two until we cannot divide any further. We can start with sixteen divided by two, which equals eight. Eight divided by two equals four. Four divided by two equals two. Two divided by two equals one. As we can see, the factors of sixteen are 1, 2, 4, 8, and 16

To calculate the factors of twenty, we can start by dividing twenty by two until we cannot divide any further. We can start with twenty divided by two, which equals ten. Ten divided by two equals five. Five divided by two equals two. Two divided by two equals one. As we can see, the factors of twenty are 1, 2, 4, 5, 10, and 20.The common factors of sixteen and twenty are 1, 2, and 4. This can be determined by comparing the two lists of factors. As we can see, 1, 2, and 4 are present in both lists.

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Complete question

What are the common factors of sixteen and twenty ?

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