The perimeter of the dilated rectangle C'D'E'F' is 200 units.
To find the perimeter of the dilated rectangle C'D'E'F', we need to determine the new coordinates of its vertices after the dilation.
Given that the scale factor is 5 and the dilation is centered at (0, 0), each coordinate of the original rectangle CDEF will be multiplied by 5 to obtain the corresponding coordinate of the dilated rectangle C'D'E'F'.
The original coordinates of CDEF are:
C (-10, 10)
D (5, 10)
E (5, 5)
F (-10, 5)
To find the coordinates of the dilated rectangle C'D'E'F', we multiply each coordinate by 5:
C' = (-10 × 5, 10 × 5) = (-50, 50)
D' = (5 × 5, 10 × 5) = (25, 50)
E' = (5 × 5, 5 × 5) = (25, 25)
F' = (-10 × 5, 5 × 5) = (-50, 25)
Now, we can calculate the perimeter of the dilated rectangle C'D'E'F' by summing the lengths of its sides.
Length of side C'D':
√[(-50 - 25)² + (50 - 50)²] = √[(-75)² + 0²] = √[5625] = 75
Length of side D'E':
√[(25 - 25)² + (50 - 25)²] = √[0² + 625] = √[625] = 25
Length of side E'F':
√[(25 - (-50))² + (25 - 25)²] = √[75² + 0²] = √[5625] = 75
Length of side F'C':
√[(-50 - (-50))² + (25 - 50)²] = √[0² + 625] = √[625] = 25
Now, we add up the lengths of all four sides to find the perimeter:
Perimeter = C'D' + D'E' + E'F' + F'C'
= 75 + 25 + 75 + 25
= 200
Therefore, the perimeter of the dilated rectangle C'D'E'F' is 200 units.
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A circular hot spring has a diameter of 110 meters. Over time, the diameter
of the spring decreases by 3 meters. By how many square meters does the
area of the hot spring decrease? PLEASEE IM BEGGING ANSWER ;(
Answer:
Step-by-step explanation:
Hello!
We want to know the area of the original circle - the now circle.
The original circle's diameter is 110 meters.
To figure out the area you use this formula: [tex]r^2*pi[/tex]
The diameter is 107 meters, so the equation is [tex]55^2[/tex][tex]*\pi[/tex].
The area is about 9503.3 meters.
The next area is the "now circle".
The now circle's diameter is 107 meters.
When you use this formula, you end up with [tex]53.5^2*\pi[/tex].
The area is about 8892 meters.
So it's just basic subtraction!
I'll let you figure out the rest.
:)
im on the final exam for edmentum
A woman is selected at random from the population of the United States. Let event A represent "The woman is a professional basketball player" and event B represent "The woman is taller than 5 feet 4 inches."
Are these probabilities equal? If so, explain your reasoning. If not, explain which one is the greatest and why.
P(B) when you have no other information.
P(B) when you know A is true.
P(B) when you know A is false.
The probability of event B would likely be greater when event A is true, reflecting the tendency of professional basketball players to be taller.
To determine the probabilities in question, we need to consider the information provided and make some assumptions based on general knowledge about the population of the United States.
P(B) when you have no other information:
Without any other information, we cannot accurately determine the probability of event B, which represents "The woman is taller than 5 feet 4 inches." We would need additional data on the height distribution of women in the United States to calculate this probability.
P(B) when you know A is true:
If we know that event A is true, meaning "The woman is a professional basketball player," we can make some assumptions based on the nature of professional basketball players.
Generally, professional basketball players tend to be taller than the average population due to the physical requirements of the sport. Therefore, the probability of event B, "The woman is taller than 5 feet 4 inches," would likely be greater when we know event A is true.
P(B) when you know A is false:
If event A is false, meaning "The woman is not a professional basketball player," we cannot make any definitive conclusions about the probability of event B, "The woman is taller than 5 feet 4 inches." The height of an individual is not solely determined by their profession, so without further information, we cannot determine if event B is more or less likely when event A is false.
In summary, based on the given information, we can conclude that the probabilities of event B are not equal under different scenarios. The probability of event B would likely be greater when event A is true, reflecting the tendency of professional basketball players to be taller. However, without any other information, we cannot determine the probability of event B or make comparisons when event A is false.
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100 Points! Geometry question. Photo attached. Please show as much work as possible. Thank you!
Answer:
[tex]x^2+2y=1[/tex]
Step-by-step explanation:
The equation of a parabola with a vertical axis of symmetry,
focus (h, k+p), and directrix x=h-p is given by:
[tex](x - h)^2 = 4p(y - k)[/tex]
In this case, the focus is (0, 1) and the directrix is x =3.
Comparing this to the general equation,
we have
h = 0, k = 1, and x = h - p = 3.
From x = h - p, we can solve for p:
3 = 0 - p
p = -3
Substituting the values of h, k, and p into the equation, we get:
[tex](x - 0)^2 = 4(-3)(y - 1)[/tex]
Simplifying further:
[tex]x^2 = -12(y - 1)[/tex]
[tex]x^2=-12y+1[/tex]
[tex]x^2+12y=1[/tex]
Therefore, the parabola equation is [tex]x^2+2y=1[/tex]
Calculate the weight of a bed if its mass is 120 kg and gravitational acceleration is 20m/s2. Use weight equation.
Answer:
2400 N (Newtons)
Step-by-step explanation:
The weight of an object can be calculated using the equation:
Weight = mass * gravitational acceleration
Given:
Mass of the bed (m) = 120 kg
Gravitational acceleration (g) = 20 m/s²
Using the weight equation:
Weight = mass * gravitational acceleration
Weight = 120 kg * 20 m/s²
Weight = 2400 kg·m/s²
The unit of the weight is kilogram-meter per second squared (kg·m/s²), which is equivalent to the unit of force called Newton (N).
Therefore, the weight of the bed is 2400 Newtons (N).
write an explicit formula for an the nth term of the sequence 40, 33, 26
Answer:
[tex]a_{n}[/tex] = - 7n + 47
Step-by-step explanation:
there is a common difference between consecutive terms , that is
33 - 40 = 26 - 33 = - 7
this indicates the sequence is arithmetic with nth term
[tex]a_{n}[/tex] = a₁ + d(n - 1)
where a₁ is the first term and d the common difference
here a₁ = 40 and d = - 7 , then
[tex]a_{n}[/tex] = 40 - 7(n - 1) = 40 - 7n + 7 = - 7n + 47
Can anyone help me with this question?
Answer:
-7/4
Step-by-step explanation:
we can see that every time the value of x increases by 4, the value of y decreases by 7.
let's pick two sets of coordinates (first two will be fine).
that is (-4, 6) and (0, -1)
Slope = (change in y values) / (change in x values)
= (-1 - 6) / (0 - -4)
= -7 / (0 + 4)
= -7/4.
so our slope (gradient) is -7/4
x^2-2y=5 and 4y+z=7 write z in terms of x
The equation is written as z = 7 + (20 -4x²/2)
How to make the subject
From the information given, we have that the equations as;
x²-2y=5 ( 1)
4y+z=7 (2)
From equation (1), make y the subject of formula, we have;
-2y= 5 - x²
Divide both sides by the coefficient of the variables, we have;
y = 5 - x²/-2
y = -5 + x²/2
Now, substitute the value of y in (2), we have;
4 (-5 + x²/2) + z = 7
expand the bracket
-20 + 4x²/2 + z = 7
collect the like terms, we have;
z = 7 + (20 -4x²/2)
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50 Points! Multiple choice geometry question. Photo attached. Thank you!
Answer: B
Step-by-step explanation: 63.3 in^2
Use the image to answer the question.
Which line of reflection would make rectangle A'B'C'D' the image of rectangle ABCD?
2
B
0
D'
B3
OA. line 1
OB. line 2
OC. line 3
1
✓
OD. line 4
The line of reflection that would make A'B'C'D' the image of ABCD is line 3
How to determine the line of reflection that would make A'B'C'D' the image of ABCD?From the question, we have the following parameters that can be used in our computation:
Rectangles ABCD and A'B'C'D'
Also, we can see that
Both rectangles are in opposite quadrants
This means that the line of reflection must be slant line in the adjacent quadrants
In this case, the line is line 3
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What is the difference 5 2/6 -2 4/6
Answer:
Therefore, the expression becomes:
7/1 - 2/6
Now, we need to find a common denominator for the fractions, which is 6:
7/1 - 2/6 = (76)/(16) - 2/6
= 42/6 - 2/6
= (42 - 2)/6
= 40/6
Finally, we can simplify the fraction:
40/6 = 20/3
So, the difference between 5 2/6 and -2 4/6 is 20/3.
Step-by-step explanation:
First, let's subtract the whole numbers: 5 - (-2) = 5 + 2 = 7.
Next, let's subtract the fractions: 2/6 - 4/6 = (2 - 4)/6 = -2/6.
Combining the whole number and fraction results, we have:
7 - 2/6
Now, to simplify this result further, we can express 7 as a fraction with a common denominator of 6:
7 = 7/1
Name two other positive angles of rotation that take A to B. Explain your reasoning
The two other positive angles of rotation that take Point A to Point B on the unit circle is (5π/6) and (5π/6) + 2π .
Given data ,
To find two other positive angles of rotation that take Point A to Point B, we need to consider the angle values that yield the same coordinates as (1, 0) after rotating counterclockwise.
The position of Point A is (1, 0) on the unit circle.
Now, let's find the coordinates of Point B after rotating (7π/6) radians counterclockwise.
To rotate counterclockwise by (7π/6) radians, we can subtract (7π/6) from the angle of Point A. So, the angle for Point B would be:
Angle of Point B = 0 - (7π/6) = - (7π/6)
Now , for positive angles of rotation, we can add multiples of 2π to the angle of Point B while keeping the same coordinates. Adding 2π to the angle gives us:
Angle of Point B = - (7π/6) + 2π = (5π/6)
Hence , two other positive angles of rotation that take Point A to Point B are (5π/6) and (5π/6) + 2π. Both of these angles yield the same coordinates as Point B, which is (1, 0) on the unit circle.
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you Solve for x:
10
8
12
The value of x in the given figure is 15.
In the given figure
The length of section of chords are given
We have to find the value of x
In order to find the value of x
Apply the intersecting chord theorem,
The intersecting chords theorem, often known as the chord theorem, is a basic geometry statement that defines a relationship between the four line segments formed by two intersecting chords within a circle. It asserts that the products of the line segment lengths on each chord are equal.
Therefore,
From figure we get,
⇒ 10/x = 8/12
⇒ x = 120/8
⇒ x = 15
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Write in slope intercept form 6y+y=5
The equation 6y + y = 5 can be written in a slope-intercept form as y = 5/7.
We have,
To write the equation 6y + y = 5 in slope-intercept form (y = mx + b), we need to simplify the equation and isolate the y variable on one side.
Starting with the equation 6y + y = 5:
Combining the like terms on the left side gives us:
7y = 5
To isolate the y variable, we divide both sides of the equation by 7:
y = 5/7
Now the equation is in the form y = mx + b, where m represents the slope and b represents the y-intercept.
In this case, since the equation only contains the variable y and no x, the slope (m) is not present, and the y-intercept (b) is 5/7.
Therefore,
The equation 6y + y = 5 can be written in a slope-intercept form as y = 5/7.
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100 Points! Geometry question. Photo attached. Name the angle of depression and the angle of elevation in each figure. Thank you!
Answer:
carnival one
elevation = SWT
depression = RTW
deer one
elevation = ABC
depression = DCB
Step-by-step explanation:
Select the correct answer. Which value of x from the set [4, 5, 6, 7), makes this equation true? 4(8-x) = 8 OB. 5 OC. OD. 7 C. 6
Answer:
6
Step-by-step explanation:
The correct answer is C. 6.
If we substitute 6 for x in the equation, we get 4(8-6) = 4(2) = 8.
This is the only value of x that makes the equation true.
rewrite the fractions 2/3 and 4/15 as fraction with least common denominator
Answer: To rewrite the fractions 2/3 and 4/15 with the least common denominator (LCD), we need to find the smallest multiple that both denominators, 3 and 15, divide into evenly.
The prime factorization of 3 is 3, and the prime factorization of 15 is 3 * 5.
To find the LCD, we take the highest power of each prime factor that appears in either denominator. In this case, the highest power of 3 is 3, and the highest power of 5 is 5.
The LCD is the product of these highest powers: LCD = 3 * 5 = 15.
Now, we can rewrite the fractions with the least common denominator:
2/3 = (2/3) * (5/5) = 10/15
4/15 = (4/15) * (1/1) = 4/15
Therefore, the fractions 2/3 and 4/15 can be rewritten with the least common denominator as 10/15 and 4/15, respectively.
Step-by-step explanation:
Verify:
sin(x)/1-cos(x) - sin(x) cos(x)/1+cos(x) = csc (x) (1 + cos² (x))
Using trigonometric identities sin(x)/[1 - cos(x)] - sin(x)cos(x)/[1 + cos(x)] = csc (x)(1 + cos² (x)),
What are trigonometric identities?Trigonometric identities are equations that contain trigonometric ratios.
To verify the trigonometric identity
sin(x)/[1 - cos(x)] - sin(x)cos(x)/[1 + cos(x)] = csc (x)(1 + cos² (x)), we need to show that Left Hand Side, L.H.S equals Right Hand Side R.H.S. We proceed as follows.
L.H.S = sin(x)/[1 - cos(x)] - sin(x)cos(x)/[1 + cos(x)]
Taking the L.C.M, we have that
{sin(x)[1 + cos(x)] - sin(x)cos(x)[1 - cos(x)]}/[1 - cos(x)][1 + cos(x)]
Expanding the brackets, we have that
{sin(x) + sin(x)cos(x)] - sin(x)cos(x) + sin(x)cos²(x)]}/[1 - cos(x)][1 + cos(x)]
Simplifying, we have that
= {sin(x) + 0 + sin(x)cos²(x)]}/[1 - cos²(x)] Since ([1 - cos(x)][1 + cos(x)] = [1 - cos²(x)]
= {sin(x) + sin(x)cos²(x)]}/sin²(x) [since sin²(x) = 1 - cos²(x)]
Factorizing out sinx in the equation, we have that
= {sin(x)(1 + cos²(x)]}/sin²(x)
= (1 + cos²(x)]}/sin(x)
= cosec(x)(1 + cos²(x)]} (since cosec(x) = 1/sin(x))
= R.H.S
Since L.H.S = R.H.S, we have that
sin(x)/[1 - cos(x)] - sin(x)cos(x)/[1 + cos(x)] = csc (x)(1 + cos² (x))
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In the figure below, S is the center of the circle. Suppose that JK = 20, LM = 3x + 2, SN = 12, and SP = 12. Find the
following.
Length of JN = 10
x = 6
Given ,
S is the center of the circle.
JK = 20
LM = 3x + 2
SN = 12
SP = 12
Now ,
SN and SP are perpendicular to the chords JK and LM respectively .
Perpendiculars drawn from the center of circle to the chords bisect chords into two equal halves .
Thus,
JN = JK/2
JN = 10
Now join SJ,
In ΔSJN ,
Apply pythagoras theorem,
SN² + NJ² = SJ²
12² + 10² = SJ²
SJ = 14.52
SJ =Radius of the circle .
Now,
LP = LM/2
LP = 1.5x + 1
Now join SL,
In ΔSLP
SP² + PL² = SL²
SL = SJ (radius of circle)
So,
12² + (1.5x + 1)² = 244
x = 6
Hence the value of x is 6 and JN is 10 .
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Solve for e.
38
Ө
27
Answer:
θ = 35.39°-----------------
Given a right triangle with two legs known.
Find the missing angle using tangent function:
tangent = opposite leg / adjacent legSubstitute values to get:
tan θ = 27/38θ = arctan (27/38)θ = 35.39° (rounded)The three steps below were used to find the value of the expression [(-10 + 2) - 1] + (2 + 3). Step 1: ? Step 2: -9 + 2 + 3 Step 3: -7 + 3 Which expression is missing from Step 1? Question 3 options: [-10 + -1 + 2] + (2 + 3) [-8 - 1] + (2 + 3) [-10 + 1] + (2 + 3) [8 + 1] + (2 + 3)
Therefore, the missing expression in Step 1 is [-8 - 1] + (2 + 3).
In order to find the missing expression in Step 1, let's analyze the given steps and the final expression.
Step 1: ?
Step 2: -9 + 2 + 3
Step 3: -7 + 3
To find the missing expression in Step 1, we need to work backwards from Step 3 to Step 1.
In Step 3, the expression "-7 + 3" gives us a result of -4.
In Step 2, the expression "-9 + 2 + 3" gives us a result of -4.
So, the missing expression in Step 1 should also evaluate to -4 when performed correctly.
Let's check the available options:
[-10 + -1 + 2] + (2 + 3) = -11 + 2 + 5 = -4
[-8 - 1] + (2 + 3) = -9 + 5 = -4
[-10 + 1] + (2 + 3) = -9 + 5 = -4
[8 + 1] + (2 + 3) = 9 + 5 = 14
Out of the given options, only option 2, [-8 - 1] + (2 + 3), correctly evaluates to -4. Therefore, the missing expression in Step 1 is [-8 - 1] + (2 + 3).
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PLEASE HELP There are 30 people waiting outside in line to enter the auditorium. There are 8 times as many people already inside the auditorium. How many people are inside the auditorium?
Answer: There are 240 people inside the auditorium.
Step-by-step explanation:
30 x 8 = 240
Pleaseseee help
Two one-step equations
Two equations that contains fractions
One equation with distributive property
One equation with decimals
One real-world problem that is solved by an equation
Remember that each equation must include at least one variable
The correct equations are:
[tex]3x + 2 = 11 \\\[5y - 7 = 18\][/tex][tex]\frac{2}{3}x - \frac{1}{4} = \frac{5}{6}\\\frac{3}{5}y + \frac{2}{7} = \frac{1}{3}[/tex][tex]\[2(4x - 3) = 10\][/tex][tex]\[0.5x + 0.25 = 1.75\][/tex]1. Two one-step equations:
[tex]\[3x + 2 = 11\]\[5y - 7 = 18\][/tex]
2. Two equations that contain fractions:
[tex]\[\frac{2}{3}x - \frac{1}{4} = \frac{5}{6}\]\[\frac{3}{5}y + \frac{2}{7} = \frac{1}{3}\][/tex]
3. One equation with distributive property:
[tex]\[2(4x - 3) = 10\][/tex]
4. One equation with decimals:
[tex]\[0.5x + 0.25 = 1.75\][/tex]
5. Real-world problem solved by an equation:
A bakery sells cakes for $[tex]15[/tex] each. Let's say the total cost of cakes sold in a day is $[tex]180[/tex]. We can use the equation [tex]\(15x = 180\)[/tex] to find the number of cakes sold, represented by the variable [tex]x[/tex]. Solving the equation, we find [tex](x = 12\)[/tex]), indicating that the bakery sold [tex]12[/tex] cakes that day.
Here's a basic explanation for the real-world problem:
Imagine there is a bakery that sells cakes for $[tex]15[/tex]each. We want to find out how many cakes the bakery sold in a day if the total revenue from cake sales is $[tex]180[/tex]. To solve this problem, we can use an equation. Let's represent the number of cakes sold as [tex]x[/tex].
The equation [tex]\(15x = 180\)[/tex] is used to express that the total cost of the cakes sold [tex](\$15\ per \ cake)[/tex] is equal to $[tex]180[/tex]. To solve the equation, we divide both sides by [tex]15[/tex] to isolate the variable [tex]x[/tex]. The equation simplifies to [tex]\(x = 12\),[/tex] which means that the bakery sold [tex]12[/tex] cakes that day.
By using the equation, we can determine the number of cakes sold based on the given information and calculate the desired result.
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two rectangles have the same base lengths. one rectangle has a height that is twice the height of the other rectangle. are the heights and areas proportional
Although the rectangles have the same base lengths, the heights and areas are not directly proportional in this case.
Are the heights and areas of the rectangles proportional?Let's denote the base length of both rectangles as 'b'. If one rectangle has a height that is twice the height of the other rectangle, we can denote the heights as 'h' and '2h', respectively.
The area of a rectangle is calculated by multiplying the base length by the height. Therefore, the area of the first rectangle with height 'h' would be A₁ = b * h, and the area of the second rectangle with height '2h' would be A₂ = b * (2h) = 2b * h.
Comparing the two areas, we have A₁ = b * h and A₂ = 2b * h. It is evident that the areas are not proportional because the area of the second rectangle is twice the area of the first rectangle.
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Direction: Read each item carefully. Encircle the best answer from the given
choices.
1. What is A U B; if A = {<, +, =, x) and B = {=, +, /, >}
A. {<, +, =, X}
C. {<, +, =, x, /, >}
B. (=, +, /, >}
D. {<, +, =, x, =, +, /, >}
2. What is An M; if A = {1, 2, 4) and M = {2, 3, 5}?
A. {1}
C. (3)
B. (2)
D. (4)
3. What is Bn C; if B = {C, O, U, G, H) and C = {F, E, V, E, R)
C. (F, E, V, E, R}
A. {}
B. (C,O,U,G,H}
D. (C, O, U, G, H, F, E, V, E, R}
4. What is M - J; if M = {soap, alcohol, sanitizer, mask) and J = {alcohol,
sanitizer, mask, gloves}?
A. {alcohol)
C. {mask}
B. (gloves)
D. (soap}
5. What is complement of set A if U = {Frontliners, sacrifice, their, lives, to,
combat, coronavirus) and B = {Frontliners, sacrifice, their, lives)
A. (Frontliners)
C. (to, combat, coronavirus}
1) The value of A ∪ B is,
A ∪ B = {<, +, =, /, >, x }
2) The value of A ∩ M is,
A ∩ B = {2}
3) The value of B ∩ C is,
B ∩ C = { }
4) The value of M - J is,
M - J = {soap}
5) The complement of set A is,
A' = (to, combat, coronavirus}
Now, WE can simplify as;
1) We have;
A = {<, +, =, x) and B = {=, +, /, >}
Hence, We get;
The value of A ∪ B is,
A ∪ B = {<, +, =, /, >, x }
2) Given that,
A = {1, 2, 4) and M = {2, 3, 5}
Hence, The value of A ∩ M is,
A ∩ B = {2}
3) Given that;
B = {C, O, U, G, H) and C = {F, E, V, E, R)
Hence, The value of B ∩ C is,
B ∩ C = { }
4) Given that;
M = {soap, alcohol, sanitizer, mask) and J = {alcohol, sanitizer, mask, gloves}
Hence, The value of M - J is,
M - J = {soap}
5) Given that;
U = {Frontliners, sacrifice, their, lives, to, combat, coronavirus) and A = {Frontliners, sacrifice, their, lives)
Hence The complement of set A is,
A' = U - A
A' = (to, combat, coronavirus}
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What is the median of 2,4,6,8 and 10
Answer:
The median is the middle value in the set. Since there are 5 values in this set, the middle value is the third value, which is 6.
Therefore, the median of the set {2, 4, 6, 8, 10} is 6.
From the diagram below, given the side lengths marked, and if we know that < C is congruent to < E, we can say that
If we know that <C is congruent to <E, we can say that: (a). the two triangles are similar by SAS.
How to complete the statementfrom the question, we have the following parameters that can be used in our computation:
The triangles (see attachment)
Two triangles are similar when the ratio of their corresponding sides are equal and their corresponding angles are congruent.
So, we have
Ratio = BC/AC = 6/3 = 2.
Ratio = FE/DE = 4/2 = 2.
Since we know that <C is congruent to <E, we can say that the two triangles are similar by side, angle, side (SAS) criterion.
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3 siblings reported how long they worked out at the gym. Write the names of the siblings from shortest to longest time.
The names of the siblings from shortest to longest time are:
Rafael= 75min = 1 hour and 15 minutes.
Leanne= 1 hour and 25 minutes
Ray= 1 3/4 = 1 hour and 45 minutes.
What is the time about?To be able to compare 1 hour and 25 minutes with 1 3/4 (1.75 hours), one need convert the minutes to hours. 1 hour is equal to 60 minutes, so 1 hour and 25 minutes is equivalent to 1.42 hours.
1.42 hours is smaller than 1.75 hours. hence Ray has the longest time.
So according to the given information, note that:
Rafael: Rafael took 75 minutes, and it is equal to 1 hour and 15 minutes.Leanne: Leanne took 1 hour and 25 minutes. This is longer than Rafael's but it is shorter than Ray's time.Ray: Ray took 1 hour and 45 minutes. So, it is the longest time among the three siblings.Hence, the siblings' names listed from shortest to longest time are Rafael, Leanne, and Ray.
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Write an inequality with a variable on one side, a negative integer on the other side, and one of the inequality symbols in between. Give a value that is a solution of the inequality you wrote, AND a value that is not a solution of the inequality.
Answer: Let's try x = 1 as a potential solution:
Substituting x = 1 into the inequality:
3(1) - 7 ≥ -10
3 - 7 ≥ -10
-4 ≥ -10
Since -4 is greater than or equal to -10, x = 1 is a solution to the inequality.
Let's try x = -3 as a potential solution:
Substituting x = -3 into the inequality:
3(-3) - 7 ≥ -10
-9 - 7 ≥ -10
-16 ≥ -10
Since -16 is not greater than or equal to -10, x = -3 is not a solution to the inequality.
Therefore, x = 1 is a solution to the inequality 3x - 7 ≥ -10, while x = -3 is not a solution.
Step-by-step explanation:
Instead of multiplying a number by 1/4, I multiplied it by 1/8 and got 2. What was I originally supposed to get as a result?
PLS HELP ME!!