Start with 3 one-by-one squares. This represents the '3' in 4t+3
Then draw 4 rectangles that are vertical or horizontal. Make sure the rectangle is longer than it is wide, or vice versa. The longer side is t units long (t is just a placeholder for a number). The shorter side is 1 unit long
The longer thin rectangles have an area of 1*t = t square units. Four of them represent t+t+t+t = 4*t = 4t
The small squares have an area of 1*1 = 1. Three of them represent 1+1+1 = 1*3 = 3
This is one possible way to draw it out. See the attached drawing.
Answer:
y=
Step-by-step explanation:
Perpendicular lines have negative reciprocal gradients(slopes) so the slope of your new line would be 1/2. Then you use the point to find the new y-intercept
y=mx+b
2=
(8)+b
2=4+b
B=-2
y=
Answer:
Please check the explanation.
Step-by-step explanation:
Given the vector
v = 6i + 2√3j
The Magnitude of a vector:




![\mathrm{Apply\:radical\:rule}:\quad \sqrt[n]{ab}=\sqrt[n]{a}\sqrt[n]{b}](https://tex.z-dn.net/?f=%5Cmathrm%7BApply%5C%3Aradical%5C%3Arule%7D%3A%5Cquad%20%5Csqrt%5Bn%5D%7Bab%7D%3D%5Csqrt%5Bn%5D%7Ba%7D%5Csqrt%5Bn%5D%7Bb%7D)


The Direction of a vector:
tan Ф = y/x
y=2√3
x = 6
tan Ф = y/x
= 2√3 / 6
= √3 / 3


Answer:

Step-by-step explanation:
Distance travelled on graph = AB + BC + CD + DA
AB = CD = (3 +2) = 5
BC = AD = 2 –(-2) = 4
Distance on graph = 2 × 5 + 2 × 4 = 10 + 8 = 18 spaces = 18 blocks
Bridgette jogs
each day.
Answer:
C
Step-by-step explanation:
A function is where each input has a single output.
(A) There can be a different amount of students in a class (e.g. 21 or 22) that have the same class length
(B) There can be multiple things that Mike can order with $1
(D) There can be multiple students have the same GPA
(C) There is one button for each snack item