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wolverine [178]
2 years ago
9

Which is a line segment?

Mathematics
2 answers:
PSYCHO15rus [73]2 years ago
7 0

Answer:

D.

Step-by-step explanation:

Step 1

Mark a point (A) hat will be one endpoint of the new line segment.

Step 2

Set the compasses' point on the point (B) of the line segment to be copied.

Step 3

Adjust the compasses' width to the point (C). The compasses' width is now equal to the length of the line segment(BC).

Step 4

Without changing the compasses' width, place the compasses' point on the the point (A) on the line you drew in step 1.

Step 5

Without changing the compasses' width, Draw an arc roughly where the other endpoint will be.

Step 6

Pick a point (D) on the arc that will be the other endpoint of the new line segment.

Step 7

Draw a line from (A) to (D)

Step 8

Done. The line segment (AD)

is equal in length (congruent to) the line segment (BC).

astraxan [27]2 years ago
6 0
C a line segment has a start and an end point signifies by dots. it is also a straight line
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Find y when x=15 if y=6 when x=30
Verdich [7]
Y = 12 because you multiply x by two to get x2, which is 30, and multiply y by two to get 12 - this is wrong, the answer is three, i did the math backwards

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Determine the period of the function g(x) = (cos ;)
Romashka [77]

Answer:

6\pi

Step-by-step explanation:

The period of a sinusoidal function in the form a * cos (b (x + h)) + m is \frac{2\pi }{|b|}. Therefore, we can see that "b" in g(x) is 1/3 and 1/3 substituted into \frac{2\pi }{|b|} is 2\pi/1/3 which is 6\pi.

5 0
2 years ago
The image of F(-5,-9) after translating along <4, 6 > and then translating along < 3, 5> is? F’(?,?)
dusya [7]
<h3>Answer:  (2, 2)</h3>

==============================================

Explanation:

The phrasing "translated along <4,6>" is another way of saying "shift 4 to the right, shift 6 up"

In general, "translated along <m,n>" is the same as writing (x,y) \to (x+m, y+n). If m is positive, then we shift m units to the right. If m is negative, then we shift to the left. The same story happens with the n, but we focus on the y coordinate.

-------------

With all that in mind, starting at F(-5,-9) and translating along <4,6> has us arrive at (-1, -3). Add 4 to the x coordinate and add 6 to the y coordinate.

We can say

(x,y) \to (x+4,y+6)\\\\(-5,-9) \to (-5+4,-9+6)\\\\(-5,-9) \to (-1,-3)\\\\

Showing that (-5,-9) moves to (-1,-3)

This is after the first translation, but there's a second translation.

We'll apply the same idea, but different numbers this time

(x,y) \to (x+3,y+5)\\\\(-1,-3) \to (-1+3,-3+5)\\\\(-1,-3) \to (2,2)\\\\

So (-1,-3) moves to (2,2)

Overall we have

  • (-5,-9) move to (-1,-3) after the first translation
  • (-1,-3) move to (2,2) after the second translation

Therefore, the original point ends up at (2,2) which is the final answer

--------------

Extra info:

A nice shortcut is that the vectors <4,6> and <3,5> can be added to get <4+3,6+5> = <7,11>. So overall, we're shifting 7 units to the right and 11 units up when we combine the two translation vectors.

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Factor Зу2 - 4у.<br> y(4 - Зу)<br> y(Зу - 4)<br> y(4y-3)
gogolik [260]
Y(3y-4)
The y can be factored out of both equations
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