Answer:
157.47km²
Step-by-step explanation:
Given the following
base of 18.1 kilometres
height of 17.4 kilometres
Area of the triangle = 1/2 * base * height
Area of the triangle = 1/2 * 18.1 * 17.4
Area of the triangle = 314.94/2
Area of the triangle = 157.47km²
Hence the area of the triangle is 157.47km²
Answer:
The function has been flipped due to the negative in front.
The function has been shifted 17 units to the left.
The function has been shifted 4.3 units down.
Step-by-step explanation:
When functions are transformed there are a few simple rules:
- Adding/subtracting inside the parenthesis to the input shifts the function left(+) and right(-).
- Adding/subtracting outside the parenthesis to the output shifts the function up(+) and down(-).
- Multiplying the function by a number less than 1 compresses it towards the x-axis.
- Multiplying the function by a number greater than 1 stretches it away from the x-axis.
- Multiplying by a negative flips the graph.
The graph of 
compares to 
in the following ways:
The function has been flipped due to the negative in front.
The function has been shifted 17 units to the left.
The function has been shifted 4.3 units down.
Answer:
The speed of the private airplane is 770 mph, the speed of the commercial airplane is 980 mph.
Step-by-step explanation:
Let x mph be the speed of private airplane. If the speed of the commercial jet is 210 miles per hour faster than the speed of the private airplane, then the speed of commercial airplane is (x+210) mph.
It takes the commercial jet 1.1 hours for the flight, then it covered the distance of
It takes the private airplane 1.8 hours for the flight, then it covered the distance of
The distances are the same, so
The speed of the private airplane is 770 mph, the speed of the commercial airplane is 770 + 210 = 980 mph.
Answer:
y = 4x + 3
Step-by-step explanation:
To do this, put the new line into the form y = mx + b where m is the slope and b is the y-intercept.
When two lines are parallel, they have the same slope. Since, the slope of the first line is 4, that means the slope of the second line is also 4.
So far, the equation is y = 4x + b.
Then, since you know (-2, -5) is a solution, x = -2, y = -5 is a solution so you can plug this into the equation.
This would be:
-5 = 4 * -2 + b
-5 = -8 + b
3 = b
This means the equation is y = 4x + 3.
The term is used as means of asking students to write down equations using simple mathematical symbols (numerals, the four basic mathematical operators, equality symbol)[5]. Sometimes boxes or shapes are used to indicate unknown values. As such number sentences are used to introduce students to notions of structure and algebra prior to a more formal treatment of these concepts.
A number sentence without unknowns is equivalent to a logical proposition expressed using the notation of arithmetic.
[edit] Examples
A valid number sentence that is true: 3 + 7 = 10.
A valid number sentence that is false: 7 + 9 = 17.
A valid number sentence using a 'less than' symbol: 3 + 6 < 10.
An example from a lesson plan:
Some students will use a direct computational approach. They will carry out the addition 26 + 39 = 65, put 65 = 23 + □, and then find that □ = 42.[6] (wikipedia)
<span>I hope this is helpful!
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