2(x−23)=0 plz answer

vladimir2022 [97]

660 - nearest ten
700 - nearest hundred

4 0

3 years ago

2. Draw the image of ∆RST under the dilation with scale factor ⅓ and center of dilation at the origin. Label the image ∆R’S’T’.

Alchen [17]

Since center of dilation is the origin, this is easy. Just divide all of the x and y coordinate values by 3. Place the new point on the graph, and draw the triangle.

R' = R(3,6)/3 = (3/3,6/3)=(1,2). So R'(1,2)
S' = S(-3,6)/3 = (-3/3,6/3)=(-1,2). So S'(-1,2)
T' = T(-6,-6)/3 = (-6/3,-6/3)=(-2,-2). So T'(-2,-2)

So you now know the location of the 3 new points. R' at (1,2), S' at (-1,2) and T' at (-2,-2). Simply draw those 3 points on your graph and connect the lines to make a new triangle.

6 0

3 years ago

What is 2x8x9x8x7x6x5x4x3

iren2701 [21]

Answer:

$2903040$

Step-by-step explanation:

8 0

3 years ago

Read 2 more answers

Counting the number of times a third-grade student leaves his seat without permission during a 30-minute observation period is a

notka56 [123]

Answer:

Behavioral modality of measurement

Step-by-step explanation:

Observing a 3rd grade student for 30 minutes as to how many time he leaves his seat without permission is a clear example of using behavioral modality of measurement.

In this modality of measurement the behavior of the object or system is observed when it is put into action.

This example shows as to what will happen or what is supposed to take place when a 3rd grade student is is seated and observed for 30 minutes. It counts as to how many times he leaves his seat in reaction to his stimulus from the environment.

6 0

3 years ago

I need help or I will faill this

kari74 [83]

Answer:

-4x2 + 3x - 225

———————————————

3

Step-by-step explanation:

Step 1 :

4

Simplify —

3

Equation at the end of step 1 :

4

(x - (— • x2)) - 75

3

Step 2 :

Equation at the end of step 2 :

4x2

(x - ———) - 75

3

Step 3 :

Rewriting the whole as an Equivalent Fraction :

3.1 Subtracting a fraction from a whole

Rewrite the whole as a fraction using 3 as the denominator :

x x • 3

x = — = —————

1 3

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

3.2 Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

x • 3 - (4x2) 3x - 4x2

————————————— = ————————

3 3

Equation at the end of step 3 :

(3x - 4x2)

—————————— - 75

3

Step 4 :

Rewriting the whole as an Equivalent Fraction :

4.1 Subtracting a whole from a fraction

Rewrite the whole as a fraction using 3 as the denominator :

75 75 • 3

75 = —— = ——————

1 3

Step 5 :

Pulling out like terms :

5.1 Pull out like factors :

3x - 4x2 = -x • (4x - 3)

Adding fractions that have a common denominator :

5.2 Adding up the two equivalent fractions

-x • (4x-3) - (75 • 3) -4x2 + 3x - 225

—————————————————————— = ———————————————

3 3

Step 6 :

Pulling out like terms :

6.1 Pull out like factors :

-4x2 + 3x - 225 = -1 • (4x2 - 3x + 225)

Trying to factor by splitting the middle term

6.2 Factoring 4x2 - 3x + 225

The first term is, 4x2 its coefficient is 4 .

The middle term is, -3x its coefficient is -3 .

The last term, "the constant", is +225

Step-1 : Multiply the coefficient of the first term by the constant 4 • 225 = 900

Step-2 : Find two factors of 900 whose sum equals the coefficient of the middle term, which is -3 .

-900 + -1 = -901

-450 + -2 = -452

-300 + -3 = -303

-225 + -4 = -229

-180 + -5 = -185

-150 + -6 = -156

For tidiness, printing of 48 lines which failed to find two such factors, was suppressed

Observation : No two such factors can be found !!

Conclusion : Trinomial can not be factored

Final result :

-4x2 + 3x - 225

———————————————

3

7 0

3 years ago