When a translation is included on the axes for any shape or line, lines that are otherwise identical cannot be compared to one another. in the same manner as the lines that I drew in parallel. These two lines do not compete with one another in any way. This is further explained below.
<h3>What is
translation?</h3>
Generally, Changing words from one language to another is just one of the processes of translation. In other words, translation facilitates communication between different cultural groups. You may get a firsthand look at cultural phenomena that, seen through the perspective of your own culture, would seem alien and distant.
In conclusion, Lines that are otherwise similar to one another are unable to be compared to one another when an additional translation is put on the axes for any form or line. in exactly the same way as the lines that I drew parallel to one another. These two different lines are in no way intended to compete with one another.
Read more about translation
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Answer:
- the number is -6.4
- 52 students were in each bus (but one)
- 1 quart
Step-by-step explanation:
1. Let the number be represented by n. Then ten times the number is 10n, and 8 more than that is 10n+8. The problem statement tells us this sum is -56:
10n +8 = -56
10n = -64 . . . . . . . subtract 8 from both sides
n = -6.4 . . . . . . . . . divide both sides by 10
The number is -6.4.
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2. First of all, you can tell there is an issue with this question because the sum of digits of 472 is 13 and the sum of those digits is 4. This tells you that dividing 472 by 9 will give a remainder of 4, not 5. One of the buses will not be filled. (This process of adding digits until you get a single digit is called "casting out nines". The remaining digit is the remainder from division by 9.)
Let b represent the number of students in each bus. Then the problem statement tells us ...
9b + 5 = 472
9b = 467 . . . . . . subtract 5
b = 467/9 = 51 8/9 . . . . almost 52
52 students rode in 8 of the buses; 51 students rode in the last bus.
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3. Let q represent the number of quarts of 6% solution. Then the total amount of Boric Acid in the mix is ...
15%×2 + 6%×q = 12%×(2+q)
Multiplying by 100 to clear the % signs, we have ...
15·2 +6q = 12(2+q)
30 +6q = 24 +12q . . . . . . eliminate parentheses
6 = 6q . . . . . . . . . . . . . . . . subtract 24+6q from both sides
1 = q . . . . . . divide by 6
1 quart of 6% solution must be used.
Answer:
I would shade 50 squares
Step-by-step explanation:
"Of" is the same as multiplication so,2/4×100/1=?
For fraction multiplication, multiply the numerators and then multiply the denominators to get
2×100/4×1=200/4
Since 200 divided by 4 equals 50 then, 200/4=50
Therefore: 2/4 of 100/1=50
I assume you meant -5x+20? If so,
-5(x-4) = 0 This is the answer
x = 4
