2. A student claimed that the transformation (x, y) → (3x, y) is a rigid motion because the segment joining (5,0)
1 answer:
The explanation of the student's error is mentioned below in the main solution regarding transformation
Given that A student claimed that the transformation (x, y) → (3x, y) is a rigid motion because the segment joining (5,0) to (5,2) is transformed to the segment joining (15,0) to (15,2), and both of these segments have the same length and asked to find an error
Rigid transformation :
Rigid transformations imply that the size and shape of the object in fig should not change; however, the object is stretched in this case, and thus the shape of the object changes even though the length of the segment remains constant. ( image is attached for further references)
Therefore, the student's error is explained
Hence, The explanation of the student's error is mentioned above in the main solution regarding transformation
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Answer:
The correct option is A) A number line is shown from negative 10 to 0 to positive 10. There are increments of 2 on either side of the number line. The even numbers are labeled on either side of the number line. An arrow pointing from 0 to negative 6 is shown. Above this, another arrow pointing from negative 6 to negative 4 is shown. A vertical bar is shown at the tip of the arrowhead of the top arrow.
Step-by-step explanation:
Consider the provided expression.
−6 − (−2)
Open the parentheses and change the sign.
−6 − (−2)
−6 + 2
Subtract the numbers.
−4
Now draw this on number line.
First draw a number line is shown from −10 to 0 to 10. with scale of 2 unit on either side of the number line. Draw an arrow pointing from 0 to −6 Which show −6. Above this, another arrow pointing from −6 to −4 which shows −6 − (−2) = −4. A vertical bar is shown at the tip of the arrowhead of the top arrow.
The required number line is shown in the figure 1.
Hence, the correct option is A) A number line is shown from negative 10 to 0 to positive 10. There are increments of 2 on either side of the number line. The even numbers are labeled on either side of the number line. An arrow pointing from 0 to negative 6 is shown. Above this, another arrow pointing from negative 6 to negative 4 is shown. A vertical bar is shown at the tip of the arrowhead of the top arrow.
